
^<^ "^ ^ 










0^ 

^- ^^ / ^«A^o ^r^ ^^ *:^ 










X;^^'/ "v^^y '"X;^^ ./°''' 



\ HISTORY SYLLABUS 

FOR SECONDARY SCHOOLS 



OUTLINING THE FOUR YEARS' COURSE IN HISTORY 
RECOMMENDED BY THE COMMITTEE OF 
SEVEN OF THE AMERICAN HIS- 
TORICAL ASSOCIATION 



BY 



A SPECIAL COMMITTEE OF THE NEW ENG- 
LAND HISTORY teachers' ASSOCIATION 



HERBERT DARLING FOSTER, Chairman 
WALTER HOWARD GUSHING ELIZABETH KIMBALL KENDALL 
SIDNEY BRADSHAW FAY EVERETT KIMBALL 

CHARLES HOMER HASKINS BERNADOTTE PERRIN 

ERNEST FLAGG HENDERSON EDWIN AUGUSTUS START 
EDITH MARION WALKER 



BOSTON, U.S.A. 

D. C. HEATH & CO., PUBLISHERS 

1904 



DZ 



OCi 17 i904 

, I CLASS ^ xVo. fVJo. j 



Copyright, 1901 and 1904, 
By WALTER H. GUSHING. 



PREFACE 

This syllabus is the work of a committee appointed by 
the New England History Teachers' Association "to prepare 
..." a report on practical methods of teaching history, with 
such topical outlines, references, and bibliographies as shall 
help teachers to put into operation such suggestions for 
reform in history teaching as may be applicable to the con- 
ditions in the secondary schools." After the outlines had 
been tested by several teachers with their classes, the report 
of the committee was presented to the Association in April, 
1 901. The general and special introductions with ample 
illustrations of the outlines were then printed and sent to 
all members as a preliminary report. After this had been 
tried in the schools and discussed by the Association at its 
meeting in October, 1901, the report was approved and 
ordered published. 

The original committee which prepared the preliminary 
report was composed of six members : Herbert D. Foster, of 
Dartmouth College, Chairman, Bernadotte Perrin of Yale 
University, Elizabeth K. Kendall of Wellesley College, Ed- 
win A. Start, then of Tufts College, Ernest F. Henderson, 
Walter H. Cushing, then teacher of history in the Medford 
High School and now Principal of the South Framingham 
High School. As the work advanced, it was found desirable, 
owing to the absence in Europe or the imperative engage- 
ments of several members, to enlist the cooperation of four 
others : Charles H. Haskins of Harvard University, Sidney 
B. Fay of Dartmouth College, Everett Kimball of Smith 

3 



4 Preface 

College, and Edith M. Walker of the Somerville Latin 

School. 

As the outhnes progressed, they were tested in the class 
room by the three members of the committee engaged in 
teaching history in high schools and by a large number of 
other secondary teachers ; they were also subjected to the 
criticism of professors of history in eight colleges. To more 
than a score of such teachers and professors who have by 
their helpful suggestions aided in making this syllabus more 
teachable and adequate, we make grateful acknowledgments. 

The syllabus covers the four years' course in history for 
schools recommended by the Committee of Seven of the 
American Historical Association, and attempts to take the 
next step by showing how the general recommendations 
of that committee may be carried out in the daily work of 
preparation and recitation. Three of the members of that 
committee have directly cooperated with us. Professor Hart 
has given encouragement and counsel from the start; Pro- 
fessor Salmon has shared in the discussions of the com- 
mittee and prepared the appendix on special collections for 
historical study in American libraries (v. p. 361); Professor 
Haskins has served as a member of our committee through 
the later stages of its work. 

We have endeavored to express the consensus of opinion 
of specialists and of practical teachers in secondary schools ; 
to furnish the schools with a basis for preparation for college ; 
and give to such colleges as desire it, a basis for entrance 
requirements. But, above all, by means of the time saved 
and the clearness of view to be gained through the employ- 
ment of a printed outline in the hands of teacher and pupil, 
we have sought to make sane methods and the use of ade- 
quate material practicable in the ordinary high school. 



CONTENTS 



GENERAL INTRODUCTION 



each course 



Spirit and purpose of the syllabus ..... 

The principal recommendations of the Committee of Seven 

Method and use of the syllabus 

How to use the syllabus with a text-book 

Practical suggestions to teachers 

Practical aims and objects of instruction in 

How to occupy the time in class 

Preparation for class exercises . 

Historical geography and map work . 

Historical fiction .... 

Development of interest in history 

The training of the teacher 
Method and arrangement of the outlines . 
Books on the teaching of history useful for secondary teachers 



PAGE 

7 
lo 

12 

14 

17 
18 
21 
24 
27 
28 
29 

30 
30 

34 



PART I 

ANCIENT HISTORY TO 800 A.D. 

Introduction ........... 39 

Bibliographical notes and suggestions ...... 46 

A small school library in Ancient History . . . . . '57 

General survey of the field (with per cent of exercises for each section) 59 
Outline of Ancient History 64 

PART II 



MEDIAEVAL AND MODERN EUROPEAN HISTORY, 
800-1900 A.D. 

Introduction . . . . . . . . . . .117 

A small school library in European History, costing about $25 . 129 

5 



Contents 



PAGE 



Select list of books referred to in this outline and adapted for a 

town or large school library 131 

General survey of the field (with per cent of exercises for each section) 142 
Outline of Medieval and Modern European History . .147 



PART III 

ENGLISH HISTORY TO 1900 A.D. 

Introduction 211 

A small school library in English History, costing about $25 . .221 
Select list of books referred to in this outline and adapted for a 

town or large school library ....... 223 

General survey of the field (with per cent of exercises for each section) 230 
Outline of English History 232 



PART IV 

AMERICAN HISTORY AND CIVIL GOVERNMENT 
TO 1904 A.D. 

Introduction ........... 269 

A small school library in American History, costing about $25 . . 279 
Select list of books referred to in this outline and adapted for a 

town or large school library . . . . . . .281 

General survey of the field (with per cent of exercises for each section) 290 
Outline of American History 293 

Appendix : Special collections for historical study in American 

libraries 361 



HISTORY SYLLABUS FOR 
SECONDARY SCHOOLS 



GENERAL INTRODUCTION 

I. SPIRIT AND PURPOSE OF THE SYLLABUS 

Active thought and experimentation with material 
and methods during several years in the field of history 
teaching have opened a maze of possibilities which need 
to be formulated and organized in order that the best 
results of the experience of many teachers may be 
made tangible and brought into general use in second- 
ary schools. This volume, with separate pamphlets 
for pupils, issued under the auspices of an association 
of history teachers, is intended to meet this need. It is 
not offered as a final word, but must be subject to 
revision from time to time as new stages of the inevitable 
progress in history teaching are attained. Its merit is 
not in its originality, but in the fact that it gives a 
definite application of the work of previous committees 
of this and other associations, and in particular of the 
recommendations of the New England Associations 
of Colleges and Preparatory Schools (1895), of the 

7 



8 History Syllabus for Secondary Schools 

Columbia Conference of 1896, and of the Committee of 
Seven of the American Historical Association. It has 
been prepared with the cooperation of many teachers. 

A large amount of valuable work has been done by 
history teachers in the study of actual conditions and 
the putting forth of tentative theories and suggestions, 
and many practical results have been attained. If, 
then, we organize these results in a working plan, shall 
we not be so much nearer the attainment of the benefi- 
cent purpose contemplated when the new entrance re- 
quirements were first proposed, and so much nearer a 
sympathetic organization of the study of history in our 
schools, not according to a rigid system, but in harmony 
with a comprehensible idea, — namely, the development 
of the historic understanding in the young people who 
attend those schools ? 

The working material of this guide is embodied in a 
syllabus for each of the four courses recommended by 
the Committee of Seven ; this syllabus being accom- 
panied by some additional topics for individual and 
more detailed work by the pupil, and by carefully 
selected references to elementary, fuller, and source 
materials. This syllabus is intended to be used as an 
outline guide by both teacher and pupil, and as a 
guide in the preparation of examination papers by 
the colleges. It is hoped that the colleges will con- 
sent to include in their questions each year a cer- 
tain number of the various topics in the syllabus, 
thus securing for the schools some of the advantage 
accompanying work with a practical incentive. In 
the introduction, and occasionally in the outlines, are 



General Introduction 9 

practical suggestions, the intent of which has been to put 
in the hands of each teacher the tested results of the 
best experience of many, and make specific applications 
at definite points of the recommendations of the Com- 
mittee of Seven and others. On the other hand, it is 
not intended to prescribe any uniform system or to 
trespass in any way upon the prerogatives of the indi- 
vidual teacher. We do not want uniformity of teach- 
ing, but we do need uniformity of courses and a 
common policy in accord with the best methods of 
our day. 

The object to be kept constantly in mind is the indi- 
cation of a practical course that willmeet the new col- 
lege entrance requirements ; the development at the 
same time of courses that may be pursued with equal 
profit by the student who is not to have the advantage 
of a college course ; and finally, the definite formulation 
on a working basis of the fair demands of the teachers 
of history for the recognition of the subject in the 
schools. 

Colleges which may so desire will be enabled to refer 
teachers and candidates to the syllabus for a fuller 
statement of their entrance requirements or for specific 
illustrations of desired methods and materials. They 
may also find it convenient and helpful to both college 
and school to base at least a part of the entrance exami- 
nation paper on the sections, topics, sub-topics, map 
work, etc., of the various outlines. The schools will 
find it helpful, in addition to the ordinary use of the out- 
line in any course, to make especial use of it either in 
reviewing for college entrance examinations, or in test- 



lo History Syllabus for Secondary Schools 

ing the fitness of candidates preparing under the certifi- 
cate system. The syllabus is definitely planned to meet 
also the needs of pupils not preparing for college. It 
will also show the reasonableness of demands for ade- 
quate equipment and time. 

II. THE PRINCIPAL RECOMMENDATIONS OF THE 
COMMITTEE OF SEVEN 

Because of the weight attaching to the opinions of 
the authors of the report of the Committee of Seven 
of the American Historical Association, and the long 
and careful study given by them to the question of 
history in secondary schools, the present volume is 
in a sense an illustration, elucidation, and practical 
application of that invaluable report. The principal 
recommendations which are accepted and followed in 
this syllabus are briefly summarized below. 

History should be a continuous study over a period 
of four years, and, except in rare cases, should be given 
at least three periods a week. ** The acceptance of a 
two-hour course in history for entrance to college" is 
not approved. For the four-year course the following 
periods in the order here given are recommended : — 

(i) Ancient History, with special reference to Greek 
and Roman history, but including a short survey of the 
more ancient nations and closing about 800 a.d. 

(2) Mediaeval and Modern European History, from 
the close of the first period to the present time. 

(3) English History. 

(4) American History and Civil Government. 



General Introduction 1 1 

If only three years can be given to historical work, 
an omission of one of the fields is better than a conden- 
sation of the whole. If, however, it is necessary to 
combine two years' work into one, the committee advises 
either (i) combine English and American, or (2) teach 
English History so as to include the more important 
features of mediaeval and modern European history. 
The committee cannot, however, strongly recommend 
courses covering the whole field in less than four years. 

With reference to methods of instruction, the Com- 
mittee of Seven offers the following general sugges- 
tions : — 

( 1 ) The teacher in most cases should use a text-book, 
as the topical method alone will, in a majority of cases, 
result in the pupils having unconnected information. 

(2) Material outside the text-book should be used in 
all branches and in all years of historical study. 

(3) Something in the way of written work should be 
done in every year, but teachers should take care not 
to make the work too difficult in the earlier years. 

(4) Written recitations are helpful, and often stimu- 
late a pupil who is slow in the oral part of the work. 

(5) Note-books should be kept containing analyses 
of the text-book, notes from talks in class and from 
private reading, and analyses of topics continuing 
through a considerable portion of the field. 

(6) Geography and History should be closely con- 
nected throughout the course. 

Sources should serve as an adjunct to a good text- 
book, to be used as part of the collateral reading and as 
a basis for written work ; but the so-called " source 



12 History Syllabus for Secondary Schools 

method" of teaching is not approved. In selecting 
sources to vitaHze the subject, they should, in the first 
place, be of unquestioned authenticity ; secondly, should 
be, not so much documents, as the more interesting 
material for pupils of this age, such as letters, diaries, 
travels, etc. ; third, should have a literary value. 

For admission to college it is recommended that one 
unit of history be required in every case ; and that two, 
three, or four units be accepted wherever the plan ol 
optional admission subjects will permit By "unit" 
is meant either one year of history five times a week, 
or two years of history three times a week. As tests 
of the candidate's power, it is suggested that there be 
questions requiring the grouping of facts in a different 
form from that in the text-book, and questions involving 
some power of discrimination. Comments on brief, 
carefully chosen selections from simple sources and 
modern works, and discussion of more extended pas- 
sages, are also recommended as tests of the development 
of the pupil's historical sense. Finally, the candidate's 
written test may be supplemented by the submission of 
work done in school and properly vouched for, and by 
a brief oral conference with an examiner. 

III. PURPOSE, METHOD, AND USE OF THE SYLLABUS 

The syllabus does not replace the text-book, but 
presupposes its use. It does not attempt, therefore, to 
cover all the facts in any course in history, but to (i) 
point out what subjects are worthy of especial study, 
(2) indicate in what connection these may be taken up. 



General Introduction 



13 



and (3) give a few carefully selected specific topics and 
references for additional reading, map and written work, 
which will supplement the text-book, train pupils in 
gathering and presenting material, and make some 
vital contribution to the daily recitation. 

To accomplish this, the syllabus for each course 
contains a general survey of the field, or table of 
contents, which divides the field into chronological 
periods and logically related sections, giving within brief 
space a clear suggestion to both teacher and pupil of 
what is to be studied and permanently retained, and a 
basis for the pupil's review of the whole subject and 
for school and college entrance examination questions. 
The detailed syllabus follows this general survey. An 
explanation of its structure is given at the end of this 
introduction. The references are usually specific for 
each section and sometimes for each topic, and when 
feasible are classified as brief, longer, and sources. They 
are few, and selected with diligent care because of their 
real contribution to the interest and apprehension of 
the subject. A sufficient variety of references is given 
to meet the needs of the smaller as well as the larger 
library. The number of references to be used will be 
at the discretion of the teacher, and will vary with time, 
number of pupils, and extent of library. It is not in- 
tended, however, that every reference should be read 
in any one year. It is always desirable to recognize 
the preferences and methods of various teachers, and 
of pupils with varying tiastes and needs. There will 
also be found topics for map work and charts for 
'pupils; and subjects for special maps or charts, either 



14 History Syllabus for Secondary Schools 

on blackboard, or outline maps large enough to be seen 
by all pupils, thus making ocular contribution to the 
work of the class room {e.g. Seceding States, 1861. 
Colonial Possessions of Philip II, 1580). 

For the recitations devoted to one of the sections, the 
topics will serve (i) as points upon which the pupil will 
endeavor to get information; (2) in the class room to 
keep the pupil's mind active rather than passive, as he 
tries to gain additional information from others' recita- 
tions and from reports on additional reading; (3) for 
the pupil's preparation of daily review; and (4) as a 
basis for the teacher's rapid fire of questions on daily 
review. These topics will further serve as material for 
general review by the pupil, for questions by the 
teacher at the end of the course, and for examination 
in school and college. 



IV. HOW TO USE THE SYLLABUS WITH A 
TEXT-BOOK 

General Explanation. — The syllabus throughout pre- 
supposes the use of an accurate, modern text-book. 
The topics are selected because of their significance, 
the stimulating material available, their adaptability for 
getting pupils to reading, thinking, and writing, ** and 
in general for the exercise of judgment as well as of 
memory," and in some cases, particularly in European 
history, as giving an analysis of the subject. In Ameri- 
can history, such a topic as " The Naming of America " 
is well treated in both Channing's ''Students' History" 
and McLaughlin's " History of the American Nation." 



General Introduction 15 

Voyages of the Northmen and early geographical ideas 
are adequately treated in Channing, pp. 22-28 ; and the 
European conditions at end of fifteenth century are dis- 
cussed suggestively in McLaughlin, pp. 6-10. But the 
latter topic is not treated at all in Channing, while 
McLaughlin gives no account of the " Land and its 
Resources." This illustrates the necessity of supple- 
menting even such excellent text-ibooks, on certain 
topics, and the needlessness of attempting to insist 
in these outlines on what is adequately treated in good 
text-books. 

The Daily Work. — For a given recitation, the teacher 
assigns so much of the outline as he may judge wise, 
following, if he chooses, the assignment of time sug- 
gested in the General Survey. For this portion of the 
subject he assigns to all pupils pertinent parts of the 
text-book, and to certain pupils some of the special 
topics and references in this syllabus for additional 
reading and report to the class. Some topics are 
marked as for all the class (r.^. some map work 
and topics on civil government), and should be so 
assigned. Some other topics teachers may prefer to 
assign to all, or to several, pupils for general discussion, 
rather than for special report by individual pupils.- In 
such matters of detail, the syllabus undertakes to make 
no prescription. The aim has been to present an out- 
line of the material to be handled, in such form that 
teachers may adapt the management of it to the meth- 
ods most congenial to them. 

The recitation may follow the order suggested in 
this syllabus, or that in the text-book, in either case 



1 6 History Syllabus for Secondary Schools 

including in their logical place the especially assigned 
topics. 

1. If the syllabus is followed, the pupils have before 
their eyes a brief outline of the subject. Teachers who 
prefer a fuller analysis, explaining the syllabus, may 
put one on the board in some such form as may 
commend itself to them for graphic clearness (in some 
cases the syllabus gives a partial analysis) : — 

2. If the text-book or other order is followed, it will 
be helpful to have some clear plan before the eyes of 
the pupils, so that they may see the logical relations of 
matters under discussion. Such outline should include, 
not only text-book work, but the special topics. 

Whatever the method used, the essential objects must 
always be that pupils keep their bearings, that they 
see what connection any discussion or report on a topic 
has with the main current of events as studied in the 
text-book, and that they get some definite and perma- 
nent result from each topic discussed. This should be 
tested on review. A good way to insure more satisfac- 
• tory treatment of a topic is to assign it to several, and 
then select the best for presentation. It is not neces- 
sary that topics should always be written or formally 
presented by a pupil. If presented, some ** brief" or 
set of headings for his topics should be prepared by the 
pupil, and, if feasible, looked over by the teacher before 
report is presented to class. 

Where the number of pupils is large, different refer- 
ences may be assigned to different pupils, and the strik- 
ing points or the differences referred to in each brought 
out very briefly by questions without a complete report 



General Introduction 17 

from each one. It is not intended that all the references 
should be taken. Sometimes teachers should assign, 
sometimes allow pupils to select, the reference. En- 
courage the pupil, if time allows, to compare and select 
as the course proceeds and he gains experience and 
judgment. It is believed that a school with a hundred 
recitations for advance can do something with all or 
nearly all the topics. Schools with less time must omit 
what seem less vital. Schools with two hundred recita- 
tions will find ample material for spending time profit- 
ably in the additional references and additional topics. 
The syllabus is planned to meet the situation in schools 
with varying amounts of time by thus providing an 
average amount which the hurried teacher can lessen, 
but with additional subject matter for the better schools. 

V. PRACTICAL SUGGESTIONS TO TEACHERS. 

In General. — The suggestions embodied in this sec- 
tion are drawn for the most part from practical experi- 
ence, but it is impossible to prescribe any hard and fast 
rules for different teachers. When teachers can find or 
invent better methods, they should certainly do so ; the 
mere fact that the teacher's mind is busied with such 
problems will augur well for the success of the course. 
On one thing the committee does wish to lay stress; 
namely, on the fact that history, because of the broad 
field that it covers, is the most difficult of all subjects to 
teach, and that there is the greatest need of special 
training for the purpose. Not only should the teacher 
be well equipped in the beginning, but he should make 



■ 

1 8 History Syllabus for Secondary Schools 

up his mind each year to do at least as much reading as 
he requires of his classes. He will soon discover that 
this is not drudgery, but the keenest sort of intellectual 
enjoyment; he will be on the lookout for new and inter- 
esting literature, and his own progress will be as much a 
matter of satisfaction to him as that of his pupils. His 
remarks to the class will grow freer and more indepen- 
dent every year, and he will finally gain that sense of 
proportion and perspective, that historical judgment, 
without which no one can be called a really good 
instructor. 

It is not expected or desired that all the devices here 
enumerated should be applied in each of the four years 
of the school course in history. Methods that can be 
pursued with advantage in the case of American History, 
and with boys and girls seventeen years of age, need not 
necessarily be applied to boys and girls of thirteen who 
are studying Ancient History. 

Practical Aims and Objects of Instruction. — These dif- 
fer according to the branch of history to be taught and 
Ancient the age of the scholar. Tkey are more fully 
History. get forth in the special introductions to the 
outlines for the several fields. Ancient History, taught 
to boys and girls from twelve to fourteen years of age, 
should have for a main object to familiarize them with 
the persons and events they are to meet in their reading 
of the Greek and Roman authors. They should be 
taught to understand the mythology, the religion, and 
the manners and customs of the people, rather than 
learn the names of consuls, the details of conflicts, or 
the minutiae of administration. The subject should not 



General Introduction 1 9 

be spoiled for them by too much insistence on method 
or on time-saving devices. Their study should be en- 
livened by photographs of architectural and sculptural 
remains and by visits to museums. Poems may be read 
or memorized. 

As for Mediaeval and Modern History, to be disposed 
of in three hours a week for forty weeks, inclusive of 
written exercises, reviews, and examinations, Medicsvai 
what can you hope to achieve.-* Manifestly and Modem 
very little in the way of actual definite knowl- '^^^'y- 
edge. Take the stirring period of European history 
from 1805 to 1807; if the boy reads all that there is 
about it in one of the recent and good text-books he will 
learn (we quote literally) : " Ulm and Austerlitz forced 
Austria to retire. Prussia tried to take her place, but 
lost the battle of Jena and could not save Berlin. Then 
came the turn of Russia, which finally consented to the 
peace of Tilsit." 

The fault lies not so much with the text-book as with 
the fact that you simply cannot, under the necessary 
limitations of a text-book, give any image or picture at 
all of so large a period of history. Where so much 
material has to be covered in so short a time, it would 
not be W'ise to' spend too much time on map and chart 
work, on elaborate analyses or on written essays. It is 
indeed appalling to think of having to cover so much 
ground in, say, one hundred and twenty lessons, and 
the teacher must boldly face the problem of what he 
hopes to accomplish in that time. To know something 
of its relations to the history of antiquity and to that of 
to-day, in their larger aspects, is the object to be sought. 



20 History Syllabus for Secondary Schools 

When we come to the third course, English History, 
considerably more can be expected of a boy. He is fol- 
Engiish lowing one distinct national development, with 
History. plenty of literature at his disposal and with a 
certain familiarity that every one acquires with the main 
personages and events. Here the teaching should be 
more consecutive, the pupil should learn more about the 
origin of institutions, social conditions, the diplomatic 
steps that led to wars and treaties, and, in general, 
about the causes of events. Fuller use may now be 
made of analyses, special reports, charts, tables, etc. 

A boy who has enjoyed these three years of careful 
historical training is in a position to make a thorough 
American study of the history of his own country — a 
History. study advanced and inteUigent enough to be of 
great service to him, even though he never enter the 
doors of a college. He will have learned the in- 
terest of many topics that would otherwise be dull 
and meaningless ; he will appreciate the seriousness of 
wars and revolutions, and will have followed the course 
of striking financial experiments. He will know that 
Frederick the Great came through the Seven Years' 
War without incurring any national debt and without 
raising the taxes of his country; he will know that 
France within a period of nine years issued forty-five 
billion francs of bad paper money, and will follow with 
the more interest any legislation at home on the subject. 
And, best of all, he will have a better appreciation as to 
how his own country stands comparison with other 
countries, and whether this or that crisis has formerly 
had its counterpart. He will have learned to think and 



General Introduction 21 

judge soberly and historically, and always with a firm 
basis of fact and a faithful array of evidence ; what 
more can we hope for from school instruction in his- 
tory ? 

How to occupy the Time in Class. — The old conven- 
tional ''hearing" from the text-book must cease; the 
pupil's mind should not be haunted by the dread that he 
has forgotten some isolated fact which may, after all, be 
of Very little importance. A favorite method for the 
adequately trained teacher is to occupy a portion of 
each prescribed hour in furnishing new facts, new ideas, 
or new impressions. This may be done by the teacher 
- delivering a short lecture or connecting narrative, which 
the pupil is to take down in his note-book, and for which 
he will be as strictly called to account as for the material 
in the text. This method is to be particularly recom- 
m'ended in the case of Course II (Mediaeval and Modern 
History), where the space of time intervening between 
two important events can thus be bridged over. The 
narrative should be clear, explicit, and interesting. 

This is a method universally in vogue in all grades of 
German schools, and it has the merit of estabHshing a 
confidential relationship between the teacher and the 
pupil. As the recommendation may seem somewhat 
startling to many teachers, it is worth while to dwell on 
What Miss Lucy Salmon, in her admirable paper in the 
Annual Report of the American Historical Association 
(1898, p. 519), says about its actual operation in Ger- 
many. "This method," she says, " is in essence the same 
throughout the course; ... in the second part" (she 
J refers to those grades where the pupil is from eleven to 



22 History Syllabus for Secondary Schools 

fifteen years of age) ** it is pure narration. . . . During 
the first of the hour the class is questioned on what has 
been narrated during the previous lesson ; then comes 
the narration of fresh material. . . . The theory is that 
the boy learns best from the Hving voice, that thus his 
interest is aroused and maintained, and that history in 
this way becomes to him a living, life-giving presence." 

It is scarcely necessary to hint to the teacher that 
these narratives or lectures should be enlivened as much 
as possible by throwing in little interesting details that 
may not be important in themselves, but that are apt to 
remain fast in the memory ; that, for instance, the dying 
William Pitt, when he heard the news of Austerlitz, 
pointed to a map of Europe, and said, " Roll it up, it 
will not be needed these ten years"; that Napoleon's 
coach, when captured at Waterloo, was found stuffed 
with diamonds which were thrown around among tHe 
soldiers; that the polite Charles II said to those sur- 
rounding his deathbed, " Pardon me, gentlemen, for 
being such an unconscionable time in dying"; that 
Martin Luther, when he came out from the celebrated 
hearing at the Diet of Worms, threw his arms above 
his head, with shouts of "I've got through, I've got 
through!" 

As a further means of holding the interest of the 
class, it is well to show them facsimiles of handwriting, 
of seals, of medals, and of coins, as well as portraits of 
distinguished persons ; not nearly enough educational 
use is made of the material to be found in illustrated 
books in every large library. Portraits serve admirably 
to fix the different personalities in the mind. A useful 



General Introduction 23 

occasional variation from the short narration or lecture 
is to read aloud, preferably from some original source, 
and to intersperse questions regarding matters that the 
pupil may be supposed to know. For this purpose let- 
ters and extracts from diaries and autobiographies are 
better than severer material. 

A portion of each hour should be devoted to a short, 
sharp quiz, and it is not a bad plan for the teacher to 
formulate his questions beforehand so that they shall be 
most telling and draw out longer and better answers. 
Those questions are the best which will force the pupil 
to combine what he has learned on previous occasions 
and in other connections. If you are dealing, for 
instance, with the quarrel of Philip the Fair and Boni- 
face VIII, ask suddenly, "What previous quarrels 
between popes and secular rulers can you call to 
mind ? " 

An occasional variation of the quiz might be to 
occupy two successive periods in imparting information, 
and then to devote the whole third period to rigid ques- 
tioning on everything that has been gone over as well 
as on the required reading. At least every four weeks 
there should be a written test of the pupil's knowledge ; 
but here, if necessary, the topic can be appointed before- 
hand. It is of peculiar advantage to have the essay 
that results passed upon both by the history and by the 
English department. This saves time, and trains the 
pupil at all times to pick and choose his words. At 
examination it is recommended that the pupil be re- 
quired to comment upon some passage from a history or 
an original source. This habit of explaining allusions 



24 History Syllabus for Secondary Schools 

as they occur conduces to good scholarship, and for it 
the reading aloud in class should furnish excellent prac- 
tice. Take a passage such as this from a letter of 
Gneisenau : — 

" Senlis, June 29, 1815. 
" The field-marshal orders me still to say that you shall explain 
to the Duke of Wellington that it had been the field-marshal's 
intention to execute Bonaparte on the same spot where the 
Duke of Enghien was shot, but that out of regard for the 
duke's wishes he would omit the execution." 

This calls for explanation as to the occasion of its being 
written, as to the part played by Bliicher and Welling- 
ton in the capture, the murder of the Duke of Enghien, 
and Napoleon's ultimate fate. 

Preparation for Class Exercises. — This is one of the 
most difficult problems with which the new method of 
history teaching has to cope, but it can and must be 
satisfactorily solved. The necessary reading takes a 
great deal of time and requires a great many books. 
Time, however, can be economized by making the work 
of one department serve also for another. For instance, 
an essay that has been systematically worked out in 
history may very well be presented as part of the work 
in English language and marked accordingly. Neither 
department will suffer in the least by the process ; in- 
deed, every essay on any concrete subject should be 
worked out by the historical method {i.e. properly and 
logically arranged and with the aid of all available 
sources), while every contribution to history should be 
clothed in proper and correct language and made as 
teUing and interesting as possible. Correctness of 



General Introduction 25 

detail is no bar to literary merit, and the reverse is 
equally true. 

When practical, special hours should be set aside for 
history preparation, at the very least one hour for each 
class exercise ; and there should be an alcove or corner 
with a writing table and a case containing the necessary 
books. In order to avoid crowding, the same hour should 
be assigned to not more than three or four pupils. Of the 
more important books there should be two or more copies 
as needed, and individual pupils should be encouraged 
in every way to begin the formation of little private 
libraries of their own. Thus, in the case of Mediaeval 
and Modern History, Emerton's ''Mediaeval Europe," 
Seebohm's ** Protestant Revolution," and Fyffe's '* Mod- 
ern Europe," will be found most useful possessions 
covering nearly the whole scope of the course. Where 
pupils cannot afford individual books it often answers as 
well for small groups to purchase in common. By this 
we do not mean to absolve the schools from the duty of 
furnishing adequate libraries ; indifference on this point 
often wrecks the teacher's best efforts to introduce 
thorough and scientific methods. One of his chief aims 
is to instil a desire to keep up with the progress of 
historical investigation ; for this purpose the very latest 
and best book is only just good enough. A good lucid 
treatment of a period, Hke, for instance, Schouler's 
volume on the Civil War, saves the pupil many hours of 
puzzling and labor, and leaves his mind fresh and eager 
for more. The teacher who is busy with the subject 
day after day can see how harmful, how deadening and 
dulling to the intellect, are certain treatments of a given 



26 History Syllabus for Secondary Schools 

subject, where to a school committee one book may 
seem as good as another and many books a reckless 
extravagance. In two books of average equal merit one 
and the same topic may receive very different treatment 
indeed. Take the instance above cited, where Adams in 
his European History devotes five lines and a half to all 
the events between the surrender at Ulm in 1805, and 
the peace of Tilsit in 1807. Myers, on the contrary, in 
his Mediaeval and Modern History devotes three pages 
to these events, and might very well have devoted more, 
seeing that they mark the culmination of the glory of 
the greatest subverter of nations that the Western world 
has ever seen. 

In order to perceive and appreciate such differences 
in books as this, it is warmly recommended that pupils 
take notes on all their required outside reading, and that 
such notes be in the form which will eventually prove 
of the greatest aid for the individual in preparation for 
reviews and examinations. These notes should be 
taken on pages of students' note-paper with perforated 
edges ; they can then be fastened in their proper place 
in the ordinary note-book which the pupil uses in 
class. This latter should always be an aggregation of 
such loose leaves, held together with a cover, so that it 
is possible to make constant additions without rewriting. 
A good student will take great pride in the growth of 
his note-book, which thus becomes the outward and 
visible sign of his progress. The benefit of this practice 
is to be found, not only in the actual acquisitions, but in 
the attitude of mind it requires of the reader. He is 
always seeking for something that will be of actual 



General Introduction 27 

definite use to him, something that he can formulate in 
black and white ; it is a constant mental process of com- 
parison and selection. In this way he will learn accuracy 
of statement and power of arrangement, as well as 
definiteness of expression and justness of conclusion. 

Historical Geography and Map Work. — To correct the 
present lamentable ignorance of historical geography, 
it is essential that every pupil get at the very beginning 
of each course a clear picture of those physical features 
that form the permanent framework by which he will 
later determine changing political boundaries and move- 
ments. There should, therefore, be constant use of the 
atlas and wall maps, with frequent exercises in the fill- 
ing in of outline maps, which should show the chief 
physical features so essential to an understanding of the 
progress of history. Pupils should be told that they 
will be held responsible in later exercises for geographi- 
cal facts brought out in the class, and should be called 
on in reviews to go to the wall map and locate. The 
practice of the German schools is an excellent one, to 
have atlases or maps open on the desk during every 
recitation, that descriptions may be followed with the 
eye on the map. 

In their own map work pupils should be trained, not 
merely to read maps and reproduce them, but to con- 
struct from written data a mental geographical picture 
and to fill in its details on outline maps. For example, 
from such data may be made maps showing the nations 
revolting from Rome in the sixteenth century, or the 
presidential elections in the United States. Topics and 
references for this work will be found in various sections 



2 8 History Syllabus for Secondary Schools 

of the syllabus. Maps, charts, and drawings may be 
fastened in their appropriate places in the note-books. 

Historical Fiction. — History rightly studied gives to 
us the freedom of the past, making us feel at home 
in other countries than our own. But to secure this 
result the student must have gained a clear notion of 
how the men of bygone ages lived and felt and thought. 
Now, one of the greatest difficulties of the teacher of his- 
tory is to make real to the young student the times of 
which he is reading. Vividness is a quahty natural to 
few, and the study of even the best text-books leaves 
the student in uncertain possession of a few dry facts 
and nothing more. Nor is the difficulty wholly met by 
carefully directed reading in the school library. The 
ordinary history concerns itself with politics rather than 
with society. Even if occasional chapters are devoted 
to customs and manners, these are generally so badly 
written that they no more reveal the life of the past 
than does the index show the spirit of the book. 

Here is the place of historical fiction. Literature of 
this class is well fitted to deal with the social aspects 
of past times, with the picturesque or familiar details of 
life and manners ; and the late Professor Allen went so 
far as to declare that its work ^was " hardly inferior 
in value, if well done, to that of genuine history." It 
is true that historical fiction has its limitations. When it 
passes from a delineation of society to that of actual 
events and real personages, there is, to quote again 
from Professor Allen, '* not merely a probability, but 
almost a certainty, that history will be falsified." It is 
doubtless true that if a real enthusiasm for history can 



General Introduction 29 

be awakened, it may be trusted to work itself clear from 
error as it goes on. Nevertheless, it is easier to learn 
than to unlearn, and hence the mosjt desirable work of 
historical fiction is one that deals with conditions of the 
past rather than with the career of some historical per- 
sonage or the details of some great event. With this 
caution in mind the student may wisely be urged to give 
historical fiction a place in his voluntary reading, supple- 
menting, but not supplanting, text-book and history. In 
this way his interest is stimulated and his impressions 
are deepened, and at the same time he gains a truthful 
background against which history unrolls itself with 
force and vividness. 

Concluding Remarks. — History has so recently become 
a separate recognized branch of study that it may not be 
out of place to urge the teacher to inculcate a love and 
enthusiasm for it in every way. One establishes a new 
interest that will last a lifetime. Attention should be 
called to literature of every kind that bears upon the 
subject, to new biographies, and even to historical novels 
as they appear. Visits should be arranged to museums 
and to public libraries ; every kind of illustrated mate- 
rial should be called into play, facsimiles of handwriting, 
of coins, of medals, of seals, shown to the class. Pupils 
should be encouraged to talk and to ask questions, so 
long as they are not irrelevant, and where possible per- 
sons who are doing important historical work should be 
asked to address the class on their own particular sub- 
ject. It is often a pleasure even for a hard-worked man 
to deliver addresses of this kind. And care should be 
taken to increase the library in every possible way. 



30 History Syllabus for Secondary Schools 

Frank appeals to local and school authorities, and clear 
and definite explanation of needs, will bring a response 
more often than the teachers in their present pessimistic 
attitude would expect. Arrangements can be made with 
public libraries to loan those books that would be needed 
for a circumscribed period, or to place them on reserved 
shelves in their own reading rooms. In fact, interest in 
this matter as a means of education once aroused, the 
committee feels sure that only in the most benighted 
places will books of the right kind be lacking. 

The first and last word must be an insistence on the 
proper kind of training for the teacher himself. The 
standards of the day require something far above ordi- 
nary culture ; nor is there any lack of opportunities. 
Those who cannot spare a whole year from their school 
work should at least attend the summer sessions at Har- 
vard, Columbia, Cornell, Dartmouth, or some other col- 
lege. A portion of each summer should be spent in 
preparation for the work of the ensuing year. Thus 
and thus only can a teacher of history be true to his 
high calling ; thus and thus only will he be following 
Dr. Arnold's recommendation to his fellow teachers to 
draw from fresh water and not from a mud puddle. 

VI. METHOD AND ARRANGEMENT OF THE OUTLINES 

In the preparation of this syllabus it was early seen 
that each field had special demands of its own which 
must be recognized, and if duly recognized no such 
uniformity of treatment as had at first been contem- 
plated could be secured. 



General Introduction 31 

In the outlines for Ancient History the enormous 
fields of Oriental, Greek, Roman, and early Mediaeval 
History had to be covered. Here the main aim of the 
general survey must be to unify the student's concep- 
tions of these four grand divisions of history, and show 
how Oriental, Greek, Roman, and Mediaeval histories 
united at last in one and the same great stream of Euro- 
pean History. In the topical heads under the more com- 
prehensive sections and general groups the periods and 
processes of juncture must be emphasized. There are 
excellent historical text-books of Eastern, Grecian, Ro- 
man, and early Mediaeval History. The outlines must 
show how to use all these together and not separately, 
— how to blend them. 

In Mediaeval History proper, on the contrary, the 
makers of the outlines found no satisfactory text-books 
at command. The outlines, therefore, were constructed 
on a different principle, and were adapted for use under 
a different method of teaching. This principle and this 
method had to be more fully elaborated in directions and 
suggestions to teachers. 

In Enghsh History again, and in American History, 
the subject matter itself demanded a distinctive method 
of survey, though here ample and excellent text-books 
allowed much more condensation and precision of treat- 
ment, and more wealth of suggestion for supplementary 
and individual work when desired. 

Again, the different periods in the school, when, ac- 
cording to the recommendations of the Committee of 
Seven, these four fields of history are to be studied, 
rendered different treatments in outline absolutely neces- 



32 History Syllabus for Secondary Schools 

sary. Ancient History is to be studied in the earliest 
high school year. The picturesque and narrative fea- 
tures in Ancient History must therefore predominate 
here, to the comparative exclusion of the philosophical 
and institutional features of ancient life. Mediaeval 
History, with its enormous ranges and difficult clews, 
must be made clear to second-year pupils, while English 
and American History are to be taught, not only to ma- 
tured pupils, but to pupils trained and informed by the 
two earlier courses, and already usually more familiar 
with the field. 

Under these circumstances, all outward uniformity of 
treatment in the outlines had to be abandoned, though 
it is hoped the long and searching discussions which 
have attended the work on the syllabus will secure a 
higher unity in spirit and aim. 

Of course, if the four fields are studied in a different 
chronological sequence from that recommended by the 
Committee of Seven, the particular outlines used for 
any given period can be reconstructed by the teacher 
along the lines suggested by those for any other body 
of outlines better adapted to the age and acquisitions of 
the pupils taking any course out of the chronological 
order originally contemplated. 

The outlines will, therefore, discourage, rather than 
encourage, the belief that all history must be taught 
according to some fixed method. Any period of history 
may be taught by any method according to the demands 
of the particular school and teacher. 

This does not mean, of course, that the Committee of 
Six is not, in the main, in harmony with the recommen- 



General Introduction 33 

dations of the Committee of Seven. It is, and hopes 
that the sequence of study adopted as the basis for 
these outHnes may ultimately become general in our 
schools. But at present the outlines must and may 
serve a wide range of varying needs. 

But while the treatment of the four fields varies in 
details, the general plan of notation and arrangement 
is uniform. In the teachers' edition of the syllabus, 
each outline is prefaced by a brief discussion of the 
characteristics of the field with which it deals, and re- 
marks upon possible modes of treatment ; a section in 
which books and other aids especially helpful to the 
teacher for personal study or class work are noted and 
commented upon; and a commentary on the groups 
or periods into which the outhne is divided, their special 
characteristics and their relations to each other. A 
general survey of these groups precedes each outline, 
as a table of contents, and the proportion of class exer- 
cises to be assigned for each group is indicated in 
percentages. Thus, for schools having one hundred 
exercises for advance work, five per cent, would indi- 
cate five exercises; schools having two hundred exer- 
cises could allow ten; and teachers in schools with 
varying numbers can easily estimate the proportion 
practicable for them. 

The outlines of the syllabus are divided into groups 
or periods, indicated by black-faced type and Roman 
numerals; sections, indicated by capitals and small cap- 
itals, with Arabic numerals ; topics, which are lettered 
with small Italic letters ; and in some cases, where fur- 
ther analysis is desirable, sub-topics, marked by small 



34 History Syllabus for Secondary Schools 

Arabic figures in parentheses. The references, indi- 
cated as brief, longer, and sources, follow each section, 
and in some cases, where specific references seem to be 
desirable, they are given in connection with each topic. 
Citations are made by a brief title, as Creighton, Papacy, 
large Roman numerals for the volume, small Roman for 
the chapter, and Arabic for pages, as : V, iii, 27-42. 
Where called for, topics for map work, with references 
for finding the necessary data, are next given. 

There are provided, in connection with many of the 
sections, in addition to the regular topics, additional 
topics for advanced, essay, or individual work in classes 
where there is time and ability for this. 

The arrangement thus adopted makes it easy for teacher 
and pupil to obtain a conspectus of the year's work, and 
the relation of its parts, and a carefully worked out ex- 
ample of constructive analysis of historical subjects will 
be at hand when the teacher wishes to instruct the pupil 
in that kind of work. At points of contact between the 
different fields, the connection is indicated by the out- 
lines and the references, and the growing unity of the 
world's history is thus shown. A striking example of 
such contact is the period of the Seven Years' War. 

A Selected List of Books on the Teaching of History, useful for 
Teachers in the Secondary Schools 

1. The Report of the Committee of Seven to the American His- 

torical Association, in the latter's Annual Report for 1898. 
Also published under the title of The Study of History in 
Schools. N.Y., Macmillan, 1899. 50 cents. Indispensable. 

2. Historical Sources in Schools, by a Select Committee of the 

New England History Teachers^ Association. N.Y., Mac- 



General Introduction 35 

millan, 1902. 50 cents. A careful work of great usefulness, 
giving sanely the consensus of practical teachers as to use of 
sources, and very valuable bibliographies and references. 

3. Bourne, H. E., The Teaching of History and Civics in the 

Elementary and Secondary Schools. N.Y., Longmans, 1902. 
$1.50. 

4. Channing, E., and Hart, A. B., Guide to the Study of Ameri- 

can History. Boston, Ginn, 1896. $2.00. Of great prac- 
tical value, and indispensable to the teacher of the subject. 

5. Harrison, F., The Meaning of History, and Other Essays. 

London, Macmillan, 1894. Cheaper edition, N.Y., 1900. $1.75. 

6. Hinsdale, B. A., How to Study and Teach History, with Par- 

ticular Reference to the History of the United States. N.Y., 
Appleton, 1894. $1.50. 

7. Langlois, C. v., and Seignobos, M. J. C, Introduction to the 

Study of History. N.Y., Holt, 1898. $2.25. "Best brief 
treatise on ipethods of historical investigation ^ Useful for 
advanced students. 

8. Earned, J. N., Editor. The Literature of American History: 

A Bibliographical Guide, in which the scope, character, and 
comparative worth of books in selected lists are set forth in 
brief notes by critics of authority. Boston, published for 
the American Library Association by Houghton and Mifflin, 
1902. $6.00. Of marked value both for school and general 
use, and should be in every public library. Supplement pre- 
senting publications for 1 900-1 901. 

9. Mace, W. H., Method in History, for Teachers and Students. 

Boston, Ginn, 1898. $1.10. 
10. The American Historical Review. N.Y., Macmillan. Quar- 
terly, $4.00 a year. Free to members of the American His- 
torical Association, together with the annual reports of the 
Association. "Any person approved by the Executive Council 
may become a member by paying . . . annual fee of three 
dollars.''' Its book reviews and notes furnish the best means 
of keeping abreast of current publications on history. 

For a very full list see the Annual Report of the American 
Historical Association for 1899, ^^^1- I? PP- 561-82S. 



PART I 

ANCIENT HISTORY 



ANCIENT HISTORY 

To 800 A.D. 



INTRODUCTION 

The course in Ancient History from earliest times 
down to Charlemagne, as outlined by the Committee of 
Seven, seems at first thought too extensive and difficult 
for the first year of secondary schools. But if certain 
essentials are singled out for accomplishment in this 
course, and temptations to spend time on fascinating 
non-essentials are vigorously withstood, the enormous 
field may be satisfactorily and helpfully covered in spite 
of its great difficulties. 

To begin with, this course must be kept strictly distinct 
from the old course in Ancient History so long required 
for entrance to college, on which some college en- 
trance papers are still based. That course was almost 
wholly supplementary to the study of the Greek and 
Latin authors read in school and college. It naturally 
emphasized the earlier periods of classical history, and 
the periods when great authors lived and wrote, or, at 
any rate, the periods about which great authors wrote. 
Proportion and perspective were determined by literary 
considerations, and not by the processes of historical 
evolution. This was perfectly natural as long as the 
course consisted of a few lessons in a distinctively Greek 

39 



40 Ancient History 

history of small dimensions and limited horizon, fol- 
lowed by a few more lessons in a distinctively Roman 
history of equal scope, all snatched from a crowded 
programme of studies — deemed more important — in the 
attempt to prepare students for college entrance require- 
ments, and given by teachers of the classics with no 
special training in historical methods or principles. 
Restricted fields of classical literature were thus pro- 
vided with appropriate historical setting. 
^^ The new course in Ancient History is to be given by 
and for itself, before the reading of Caesar and the study 
of elementary Greek. It is designed to lay a broad and 
sure foundation on which the teacher of the classics in 
after years may add superstructure and detail. It will 
be of immense service to the teacher of the classics, in 
supplying the student who begins the study of the clas- 
sics, not with detailed historical knowledge, but with 
foundation and framework whereon to adjust the his- 
torical details as he collects them in his reading. And 
above all, the old separation of Greek and Roman his- 
tory, as though they were not parts of one great pro- 
cess, will be in some measure prevented, and a new idea 
of the continuity of history and the progress of human 
culture will be implanted in the student at the outset, to 
gain in vividness and significance with each additional 
year of study and maturity. The great processes of 
history will be first impressed on the student's mind, 
and then the literary expressions along with the other 
important products of those processes. Literature as 
well as empire is a resultant. 

The unity and continuity of Ancient History may be 



Introduction 41 

impressed on a very young mind even, when it is shown 
how races of the North and races of the South have 
been contending with each other, from Sargon to 
Charlemagne, for the treasures lying between them 
in the Tigris-Euphrates river-valleys or the Mediter- 
ranean basin ; and how the arts and sciences of men, 
originating in the deltas of the Euphrates and the Nile, 
were blended during this long contest, and transmitted 
successively to Hellenes, Romans, and Teutons, — from 
Babylon to Athens, Rome, and Aachen. The great 
Persian wars of the fifth century B.C., the Punic wars of 
the third, and the Mohammedan wars of the eighth cen- 
tury A.D. can be clearly shown to be successive phases 
of the same long contest. 

When the present Committee was appointed, in the 
spring of 1900, no one of the four one-year courses 
recommended by the Committee of Seven, unless per- 
haps that in Mediaeval and Modern European History, 
was so difficult of adoption in the schools as the course 
in Ancient History. There were many good text-books 
in Greek History and in Roman History ; while for 
Oriental History as a prelude to Greek History, and for 
early Mediaeval History as a sequel to the history of the 
Roman Empire, the teacher could make good text-book 
provision. But there was no good text-book treating 
the immense tract of history assigned to this course as a 
unit, — as one and the same story, to which perspective, 
proportion, and climax could be given. Hence the work 
of this Committee was thought to lie along the lines 
indicated on page 31 of its preliminary report (page 31 
of the General Introduction to this syllabus). 



42 Ancient History 

Since the appearance of this preUminary report, how- 
ever, the situation has been completely changed by the 
publication of three excellent manuals expressly de- 
signed to meet the recommendations of the Committee of 
Seven for Ancient History. West's "Ancient History " 
(Boston, AUyn & Bacon), Botsford's *' Ancient History for 
Beginners" (New York, The Macmillan Co.), and Wolf- 
son's *' Essentials in Ancient History" (New York, Amer- 
ican Book Co.), all appeared during the year 1902.^ All 
are good ; each has marked excellencies of its own ; 
and a class provided with any one of them and working 
under a teacher provided with all three, would be richly 
equipped — so far as text-books for the first-year course 
in Ancient History are concerned — for trying what 
many still regard as a doubtful experiment. Many are 
still sceptical as to the possibility of teaching success- 
fully to secondary school pupils of from twelve to four- 
teen years of age, in one year's time, even the leading 
incidents of so vast and varied a sweep of historical life, 
much less the underlying and unifying principles of that 
life, or the changing aspects of culture and society. 
Pupils of that age and mental development, it is said, 
can be interested in personal detail and vivid incident, 
or in myth and legend of high literary form, when they 
have no capacity to grasp the deeper relations and 
meanings of history. 

This is doubtless true of many, but can hardly be 
true of all, or even of the majority, of such pupils. In 

1 Since the above was put in type, Myers's Ancient History (Boston, 
Ginn & Co., 1904) has appeared in a new edition, which likewise seeks to 
follow the recommendations of the Committee of Seven. 



Introduction 43 

spite of philosophical text-books and elaborate topical 
analyses, there will still be many teachers who feel 
compelled to interest the youngest pupils in our second- 
ary schools, when they take up the study of Ancient 
History, first of all in certain great military struggles, 
like the battle of Salamis, for Greek History, and the 
Second Punic War, for Roman History. From these 
crucial struggles, with their fascinating personalities, 
the" young pupil can more easily be conducted back- 
ward and forward along the lines of historical develop- 
ment, until, possibly not till later years, but often and 
profitably during the latter part of the first year, he is 
led to group the details of ancient history with which 
he has become familiar under some large and compre- 
hensive scheme which shall bring home to him the 
essential unity of the vast field, and show him the logic 
of chronology. This is largely a matter of method, and 
the methods of good teachers are independent of text- 
books and syllabus. 

But whenever and wherever teacher and pupil are 
ready to unify their conceptions of Ancient History, it 
is hoped that the following syllabus will be helpful. 
And even in the initial stages of instruction with the 
youngest pupils it will be of assistance in suggesting 
the special episodes and tracts of history to be first 
explored, before famihar features are grouped together, 
as they soon should be, into one logically connected 
whole. The General Survey of the Field which is here 
submitted, in case the detailed syllabus is beyond the 
reach of the youngest pupils, may be used with any 
text-book of ancient history to bring into logical and 



44 Ancient History 

chronological sequence events, institutions, or forms of 
culture and life which may at first have been selected 
more or less at random, for their power to attract, inter- 
est, and educate the most immature pupils. It may be 
found wiser, with some pupils and some classes, to 
work back gradually to Sargon of Agade by way 
of Themistocles, Xerxes, Cyrus the Great, and Nebu- 
chadnezzar, than to begin at once with the shadowy 
personalities of the earliest civilizations. But a glance 
at the General Survey will show at once the historical 
relations between Themistocles and Sargon. 

A series of bibliographical notes and suggestions ac- 
companies the syllabus, although the three manuals of 
Ancient History referred to above abound in such notes 
and suggestions. The abundance is indeed so great 
that guiding hints may be welcome to the teacher ; and, 
so emphatically true is it in these days that " of the 
making of many books there is no end," certain new 
and excellent books which have appeared since the pub- 
lication of the three manuals can in this way be brought 
to the teacher's notice. 

There is danger, after all, that many pupils and some 
teachers will become confused by the wealth of reading 
in history recommended to them, and fail to become 
thoroughly acquainted with the main road. Examiners, 
teachers, and thoughtful students must insist more and 
more on accurate and intelligent acquaintance with the 
main facts and principles of history, leaving it to later 
and maturer years to supply illustrative and ornamental 
details. 

It is to be hoped that before very long all colleges 



Introduction 



45 



will set entrance examination papers based on such a 
general course in Ancient History as is here outlined, 
and that no more special acquaintance with distinctively 
Greek and Roman history will be demanded, even of 
classical students, than this course naturally supplies. 
The old style of entrance examination papers may, how- 
ever, still be set for such pupils as present the usual 
Greek and Latin authors, and have pursued the study 
of Greek and Roman history mainly in connection with, 
and as supplementary to, such authors. 

By the use of smaller type, this syllabus has been so 
constructed as to be easily adaptable to the needs of 
beginners in the first year of the High School or Acad- 
emy, or of pupils in later years preparing for college. 
Topics and references printed in fine type are not in- 
tended for first-year pupils, but for advanced pupils and 
candidates preparing for college entrance requirements. 

The " Additional Topics " may be used to some extent 
by first-year pupils (where the course has adequate 
time); but they are particularly adapted to more ad- 
vanced pupils, and for work in connection with the 
Classics and English. In the latter work they may 
often be used to advantage as subjects for essays. 
Many of these additional topics will prove useful for 
pupils preparing for college. 

For suggestions regarding the use of Sources and for 
further references to them, the teacher is referred to the 
report on " Historical Sources in Schools" prepared by a 
committee of the New England History Teachers' Asso- 
ciation (Macmillan, 1902). 



46 Ancient History 



BIBLIOGRAPHICAL NOTES AND 
SUGGESTIONS 

General Observations. — On the relative time to be given to differ- 
ent periods in the General Survey, there will be wide divergence of 
opinion. It is to be hoped that no teacher will be obliged to cover 
the whole ground in so few as one hundred exercises. Two hun- 
dred would be none too many, and this number can be had in a 
course of five hours per week extending through a school year of 
forty weeks, or, in a course of three hours per week extending 
through two school years of thirty-three or thirty-four weeks each. 
For intermediate numbers, the proper proportion can be readily esti- 
mated for the different periods from per cents in the General Survey 
below, and change of emphasis can easily be secured. The period 
which most sorely needs more time and emphasis in the scheme as 
submitted is doubtless that of the later Roman Empire, Periods XI 
and XII. The lack of time here may be remedied for those who 
continue in Mediaeval and Modern European History, by a review 
of the Transition Period. See the first four sections of the Oiitline 
of European History. 

Notes on Section i. Introduction. — Much of this is still debata- 
ble ground, and neither teacher nor pupil should expect to get any- 
thing more than a convenient working hypothesis. The history of 
those peoples is most valuable who have progressed most themselves, 
and most helped their successors to progress. Our attention may 
therefore be restricted to those peoples who have contributed to 
the stream of culture which we call European. 

Any classification of races will be more or less arbitrary ; a con- 
venient one is into : Black (Africa) ; Yellow and Brown (eastern 
Asia) ; Red (America) ; and White (western Asia and Europe). 
The Caucasian, or White race, though probably composed of mixed 
races, from earliest times falls into two families, or groups of asso- 
ciated rather than kindred peoples, which may conveniently be called 
Aryans and Semites. 

Generally speaking, the earliest known homes of the Aryan peo- 



Bibliographical 47 

pies are in the vast regions of Europe and Asia lying to the north 
of the Danube River and the Black and Caspian seas ; those of the 
Semites are in the vast Arabian peninsula. The Aryans are con- 
stantly pressing southward, the Semites northward, in contention 
for the more attractive regions lying between them, — regions of the 
earliest known wealth and culture. In this struggle of the earlier 
peoples to maintain their wealth and culture, and of the intruding 
peoples to appropriate that wealth and culture, the earliest civiliza- 
tions at the mouth of the Euphrates and the Nile are assimilated, 
blended, and then diffused from East to West, from the Euphrates 
to the Rhine. The progress of culture and political power is from 
the East to the peninsula of Asia Minor; then to the Hellenic, or 
Greek peninsula ; then to the Italian peninsula ; then to the Ger- 
manic states of central and western Europe. 

Ancient History falls naturally, therefore, into (a) an Oriental pe- 
riod, when the culture which arose in the Tigris-Euphrates and the 
Nile valleys is swayed by an eastern power ; (d) a Classical period, 
when this culture is dominated and advanced by political power 
having its seat first in the Greek and afterward in the Italian penin- 
sula ; and (r) a Germanic period, when the control and further 
development of this culture passes into the hands of the Germanic 
peoples of central and western Europe. 

Bibliography for Section i. Introduction. — After the abundance 
of material cited in the three manuals, a few references only need be 
given here, for the sake of emphasizing specially helpful works 
or excellent works which have appeared since the manuals were 
edited. Hoernes's Primitive Man, and Haberlandt's Ethnology, in 
the "Temple Primer" series (London, Dent & Co., 1900), are excel- 
lent pocket manuals. Bourne's Teaching of History and Civics, in 
the American Teacher's Series (N.Y., Longmans, 1902), is an in- 
dispensable companion for the teacher, and supersedes much older 
literature. Chapters i and v, on "The Meaning of History" and 
"The Value of History," are specially helpful for this section. 

Notes on Section 2. Egypt. — Mariette's Outlines of Ancient 
Egyptian History (translated and edited by Mary Brodrick, N.Y., 
Scribner, 1892), and Maspero's Life in Ancient Egypt and Assyria 
(N.Y., Appleton, 1892), are recent and excellent small manuals. 



48 Ancient History 

Pelrie's History of Egypt (2 vols., i2mo, N.Y., Scribner, 1896) 
is an invaluable and authoritative collection of original source- 
material, profusely illustrated. Amelia B. Edwards's Pharaohs, Fel- 
lahs, and Explorers (N.Y., Harper, 1891), and Sir Alfred Milner's 
England in Egypt (London, Guildford, 7th ed., 1899), are helpful for 
modern conditions. Budge's History of Egypt from the neolithic 
period to the death of Cleopatra (8 vols., Oxford, 1902) is the latest 
comprehensive work. 

Notes on Section 3. The Tigris-Euphrates Valley. — Myers's East- 
ern Nations and Greece (also bound with Roman History in one 
volume as Ancient History, Boston, Ginn & Co.) treats the three 
states and their cultures separately, and with greater detail, than 
either West, Botsford, or Wolfson could allow themselves. 

Goodspeed's History of the Babylonians and Assyrians (Histor- 
ical Series for Bible Students, N.Y., Scribner, 1902), and Sayce's 
Babylonians and Assyrians (Semitic Series, N.Y., Scribner, 1899), 
and Hommel's Civilization of the East ("Temple Primer" series, 
London, Dent & Co., 1900), are new and excellent small popular 
manuals. 

Rogers's History of Babylonia and Assyria (2 vols., 8vo, N.Y., 
Eaton and Mains, 1901, 2d ed.) is the latest and best authoritative 
compilation, with full history of modern excavations. 

Monumental and costly illustrated popular works are Maspero's 
Dawn of Civilization, Struggle of the Nations, and Passing of the 
Empires (3 vols., large 8vo, N.Y., Appleton, 1 894-1 900). An old 
standard work of monumental character is Duncker's History of 
Antiquity (Evelyn Abbott's translation from the German, 6 vols., 
8vo, London, Bentley, 1877-1882). 

Notes on Sections 4 and 5, Syria ; and 6, Media and Persia. — For 
the physical geography and earliest inhabitants of Syria, Baton's 
Early History of Syria and Palestine (Semitic Series, N.Y., Scrib- 
ner, 1 901) is the best recent small manual. 

On the vexed question of the " Hittites " and their " forgotten em- 
pire," the fairest statement of the latest knowledge may be found in 
the monumental work of McCurdy, History, Prophecy, and the 
Monuments (2 vols., 8vo, London and N.Y., Macmillan, 1894), I, 
pp. 190-205. 



Bibliographical 49 

For the Hebrews, Myers's Eastern Nations and Greece, pp. 107- 
119, gives an excellent survey of political history; Hosmer's Story 
of the Jews (Story of the Nations Series, N.Y., Putnam, 1886) con- 
tains also Jewish history since the dispersion, and is written in 
sympathetic and attractive style ; Kent's History of the Hebrew 
People (Vol. I, The United Kingdom ; Vol. II, The Divided King- 
dom. Historical Series for Bible Students, N.Y., Scribner, 1896, 
1897), and Kent and Riggs's History of the Jewish People (Vol. Ill 
of the same series, The Babylonian, Persian, and Greek Periods, 
and Vol. IV, The Maccabean and Roman Period, 1899, 1900), are 
convenient and lucid small manuals. McCurdy's great work, re- 
ferred to just above, is the best extended treatment of the subject. 

On the Phoenicians (section 4), Rawlinson's Story of Phoenicia 
(Story of the Nations Series, N.Y., Putnam, 1889) is excellent and 
authoritative for longer reading than the manuals afford, and Mc- 
Curdy, History, Prophecy, and the Monuments, I, pp. 42-47, gives 
a discriminating statement of the political principles of the Phoeni- 
cians as compared with other Semites. 

The Lydians (section 7) receive rather stepmotherly treatment in 
the three manuals. Myers's Eastern Nations and Greece, pp. 128- 
132, at least devotes a short separate chapter to the subject. 

Hommel's Civilization of the East (see Notes on 3), Chs. vii and 
viii, gives excellent condensation and arrangement of material for 
this section, and Wheeler's Alexander the Great (Heroes of the 
Nations Series, N.Y., Putnam, 1900), Ch. xii, is a peculiarly vig- 
orous and graphic survey of the civilization and resources of the 
Persian Empire under Darius. Maspero's Passing of the Empires 
(see Notes on 3), pp. 323-328 and Chs. v and vi, gives admirable 
extended reading on the subject. For longer reading on Phoenicia, 
see Sayce, Ancient Empires of the East (N.Y., Scribner, 1884), or 
Maspero's Passing of the Empires (see references on section 3), 
pp. 323-342. and Ch. v. Herodotus (Rawlinson's translation), Bk. 
I, Chs. 6-94, shows what impressions this people made on the lively 
fancies of the Greeks. 

Notes on Periods II-VII. Greece. — On the standard histories 
of Greece in English, see Mahaffy, Problems in Greek History, Chs. 
i-v; Freeman, Historical Essays, II, pp. 164-178. 



50 Ancient History 

Thirlvvairs History of Greece is the best of the older and larger 
histories, and is complete to the Roman conquest ; indeed, is most 
valuable for the periods following the ascendency of Macedon 
(American ed. in 2 vols., N.Y., Harper, i860). 

Grote's monumental work is less impartial and accurate than 
Thirlwall, and holds a brief for Athenian democracy ; but it is still 
unsurpassed in many portions, always presents the literary evidence 
fully, and often has great literary power. It ceases to be so valuable 
when it treats the career of Alexander, with whose period it closes 
(4th English ed. in 10 vols., London, Murray, 1872. American ed. 
pub. by Harper. Also various cheap editions). 

Curtius's History of Greece is especially strong in its appreciation 
of the artistic genius of the Greeks in all the forms of expression, 
but it is often visionary and does not include that most important 
period of Greek history which follows Philip of Macedon (Ward's 
translation from the German, 5 vols., Scribner, 1 871-1874). 

Among the later and larger histories of Greece, Evelyn Abbott''s 
(as yet only three volumes have appeared, bringing the subject down 
to the Fall of the Thirty Tyrants) contains the results of the latest 
and best scholarship arranged with sound and independent judg- 
ment (N.Y., Putnam, 1888-1900). 

Holm''s masterly work is now translated from the German in four 
volumes (N.Y., Macmillan, 1 894-1 898), and is the best general and 
complete history of Greece in any language, bringing the subject 
down to the Roman imperial period, and exhibiting the sources fully 
and critically in appendices to the several chapters. Both Abbott 
and Holm contain the results of that careful criticism of sources 
which distinguishes the best historical study of recent years. 

The best recent history of Greece in a single volume is that of 
Bury (N.Y., Macmillan, 1900). It is intended for general use, and 
is not therefore hampered by the restrictions of a school manual. 
It is attractively written, advanced and often daringly radical in its 
views, freely and helpfully illustrated. It closes, however, with the 
conquests of Alexander. A new and somewhat enlarged and revised 
edition in two volumes is also published (N.Y., Macmillan, 1902). 

Harrison's Story of Greece (Story of the Nations Series, N.Y., 
Putnam, 1888) is based on the Greek historians, as far as possible, 



Bibliographical 51 

avoiding modern criticisms and speculations, and is a vivid, dramatic 
narrative of the chief events down to the battle of Chaeroneia (338 
B.C.) as the Greeks themselves understood them. 

Recent manuals of Greek history for school use, of varying 
methods and excellencies, and often supplementing each other de- 
sirably, are, in the order of their publication, Oman's (Longmans, 
1891), Myers's (Ginn & Co., 1895), Brcwnson's (Smith's Smaller 
History of Greece revised, Harper, 1897), Botsford's (Macmillan, 
1 901), and Morey's (American Book Co., 1903). Botsford is par- 
ticularly helpful in its incorporation of illustrative Greek literature, 
its lists of ancient sources and modern authorities, its specimens of 
outlines and topical surveys, and its chronological table. 

An excellent and authoritative pocket manual of Greek history, 
embodying the results of the most recent and advanced scholarship, 
is that of Swoboda, in the "Temple Primer" series, translated from 
the German (London, Bent & Co., 1900). This gives full notices 
of the ancient sources. 

For study of the ancient sources, then, Holm, Botsford, and 
Swoboda are most helpful of the works now rnentioned which are 
devoted especially to Greek history. The three manuals of Ancient 
History, however, by West, Botsford, and Wolfson, which these out- 
lines are designed to accompany, all incorporate more or less ex- 
tended notices of and extracts from the ancient sources. The 
report of a special committee of the New England History Teachers' 
Association on Historical Sources in Schools (N.Y., Macmillan, 
1902), and especially Part II, on Ancient History, will be found 
helpful in this connection. Fling's European History Studies, 
Vol. I, Greek and Roman Civilization (Ainsworth & Co., Chicago), 
present excellent source materials. 

In the matters of bibhography, additional topics to stimulate 
reflection, further study, search or even " research " on the part of the 
pupil, suggestions for geographical study and map work, etc., etc., 
the three manuals of Ancient History mentioned above, and also 
Botsford's History of Greece, Goodrich's Topics on Greek and 
Roman History (N.Y., Macmillan, 1901), and Bourne's Teaching of 
History and Civics, Chs. xi-xiv, will all be found of great service to 
teachers and enterprising pupils. 



52 Ancient History 

It has not been thought necessary or advisable to make references 
in the Syllabus to all available manuals. Many are out of date and 
are wholly superseded by successors, and many lack authority. It is 
hardly worth while to read the same story over and over again in 
slightly varying phraseology. The best apparatus to accompany the 
school manual is really not extensive. Swoboda's primer, Bury's 
single-volume history (in spite of all its daring), and Holm's four- 
volume history, are all authoritative in their way, fresh and original 
in their treatment, and ample in their scope. 

As companion volumes of moderate size, recent appearance, and 
authority for the study of Greek mythology, literature, art, political 
institutions, and private life, the following manuals may be men- 
tioned : Steuding, Greek and Roman Mythology ("Temple Primer" 
series, London, Dent & Co., 1901) ; Fowler, History of Ancient 
Greek Literature (N.Y., Appleton, 1903) ; Tarbell, History of Greek 
Art (N.Y., Macmillan) ; Greenidge, Greek Constitutional History 
(N.Y., Macmillan, 1895); Gulick, Life of the Ancient Greeks (N.Y., 
Appleton, 1903) ; Jebb, Greek Literature (Primer, American Book 
Co.) ; MahalTy, Old Greek Life (Primer, American Book Co.) ; 
Gardner, Ancient Athens (N.Y., Macmillan, 1902). 

Sanborn's Classical Atlas (Boston, Benjamin H. Sanborn & Co., 
1902) is a recent and excellent addition to our school apparatus. 
'' Notes on Period VII. Empire of Alexander. — Brief Readings: 
West, pp. 214-224, has little incident and anecdote, but is specially 
good on the results of Alexander's work, defending and exalting his 
motives and character ; Botsford, pp. 233-240, is less analytical and 
philosophical, and gives more incident, with a marked tendency to 
depreciate Alexander's motives and character ; Wolfson, pp. 205- 
215, has a well sustained and even narrative of Alexander's career, 
holding a safe middle course in the estimate of motives and character ; 
Swoboda, pp. 129-139, is a more colorless but minutely detailed 
account of Alexander's achievements. 

Longer Readings : Any one of the special school manuals of Greek 
History (p. 51) ; Mahaffy's Survey of Greek Civilization (Mead- 
ville. Pa., Flood & Vincent, 1896, new ed., N. Y., Macmillan, 1899) ; 
Wheeler's Alexander the Great (Heroes of the Nations Series, N.Y., 
Putnam, 1900). 



Bibliographical 53 

Extended Readings : Bury's and the larger histories of Greece 
(p. 50) ; Freeman's Alexander (a review of Grote's last volume), in 
Historical Essays, Vol. II ; Hogarth's Philip and Alexander of 
Macedon (N.Y., Scribner, 1897) ; Dodge's Alexander the Great 
(Great Captains Series, Boston, Houghton, Mifflin & Co., 1890), 
from the standpoint of the student of military history. 

For the Graeco-Oriental world of Alexander, and Hellenistic Cul- 
ture, Holm's fourth volume is indispensable for extended reading. 

Sources : Except in the case of inscriptions, the contemporary 
accounts of Alexander's career — such as the history of Callisthenes, 
the memoirs of Ptolemy and Aristobulus, the letters of Alexander 
himself, and the journals of his court — are preserved for us only as 
later writers have used them and given them to us. Most careful in 
his selection of authorities is Arrian, in his Anabasis of Alexander 
(a literary imitation of Xenophon's Anabasis), and Indice (both in 
Chinnock's translation, Bohn's Library, London, Bell, 1893). Far 
more voluminous in his citations, and on the whole reasonably 
critical in what he accepts as true, is Plutarch in his Alexander. 
His Phocion and Eumenes also contain much authentic material 
bearing on the career of Alexander. 

Notes on Periods VIII-XII. Rome and the Transition to the 
Mediaeval Empire. — On standard histories of Rome in English 
(Niebuhr, Arnold, Lewis, and especially Mommsen), see Freeman's 
Historical Essays, II, pp. 284-317. 

The most comprehensive, and at the same time most popular in 
its character, of the larger histories of Rome is that of Duruy, in six 
large and profusely illustrated volumes, extending from the earliest 
times to the death of Diocletian (313 a.d.), translated from the 
French, and edited, or rather introduced, by Mahaffy (London, 
Kegan Paul, 1 883-1 886, and in a cheaper American edition, Estes 
& Lauriat). As regards the method of this work, it aims to follow 
that of Niebuhr and Arnold ; i.e. it uses the legendary material in 
Roman history as suggestive aid in reconstructing a coherent account 
of the early periods. 

In a similar spirit, though more critical and scholarly in its execu- 
tion, is the work of Ihne, in five volumes, extending from earliest 
times to the death of Sulla (78 B.C.), a history of the Republic 



54 ■ Ancient History 

(London, Longmans, 1871-1882). Merivale's History of the Romans 
under the Empire (down to the deatli of Marcus Aurelius, 180 a.d.) 
is the natural continuation of the work of Ihne (8 vols., London, 
Longmans, 2d ed., 1890). It closes at the point where the monu- 
mental work of Gibbon (see below) begins. 

Long's Decline of the Roman Republic (from the destruction of 
Carthage in 146 B.C. to the death of Julius Caesar in 44 B.C.) is a 
valuablecomplement to the closing volumes of Ihne and the opening 
volumes of Merivale (5 vols., London, Bell & Daldy, Geo. Bell & 
Sons, 1 864-1 874). 

Mommsen's History of Rome (translated from the German, 5 vols., 
N.Y., Scribner, new ed., 1895) extends to the "military monarchy" 
of Julius Ceesar, and is therefore a history of the Republic only, 
but it is supplemented by two volumes on The Provinces from 
Caesar to Diocletian (N.Y., Scribner, 1887). This is a work of the 
profoundest and most varied scholarship, and of deep insight, and is 
written with spirit and power. It rejects the legendary material 
entirely, except as it may be corroborative of deductions from 
historical institutions, gives few proofs or authorities for its posi- 
tions, and is a partisan of monarchy. 

For the later Empire, Gibbon's classic The Decline and Fall of 
the Roman Empire, covering the period from 180 to 1500 a.d. 
(edited last and best by Bury, in seven volumes ; London, Macmillan, 
1 897- 1 903), is still authoritative, as well as a monument of historical 
style and method. But Bury's Later Roman Empire, treating the 
period from 395 a.d. to 800 A.D., is an able and sufficient successor 
to Gibbon (2 vols., London, Macmillan, 1889), so far as it goes. 
Hodgkin's Italy and Her Invaders (8 vols.. Vol. I in two parts, 
Oxford, Clarendon Press, 1879-1899, Vols. I-IV in a new edition, 
1 892-1 896) is exhaustive and monumental for the period from 240 
to 814 A.D. 

Among smaller works on Roman History, two should be especially 
mentioned here because of their comprehensiveness : Merivale's 
General History of Rome from the foundation of the city to 476 a.d. 
(N.Y., Appleton, 1875), ^"d Pelham's Outlines of Roman History, 
covering the same period, each in a single volume. The latter cites 
authorities, ancient and modern, and is admirably adapted to the 



Bibliographical 55 

wants of the special student (N.Y., Putnam, 1893). Two other con- 
venient manuals are : How and Leigh's History of Rome (to the 
death of C^sar; London, Longmans, 1896) ; and Shuckburgh's 
History of Rome (to the battle of Actium ; N.Y., Macmillan, 1894) ; 
but they do not cover the period of the Empire, and are not so 
authoritative as Pelham. 

Among the many handbooks of Roman History prepared especially 
for use in schools and colleges, both in England and this country, 
the more recent, of varying methods and excellencies, and often 
supplementing one another desirably, are, in the order of their publi- 
cation"; W. F. Allen's Short History of the Roman People (to 476 a.d. ; 
Boston, Ginn & Co., 1890) ; Wells's Short History of Rome (to the 
death of Augustus; London, Methuen, 1896, 2d ed., 1898) ; Myers's 
Rome : Its Rise and Fall (to 476 a.d. ; Boston, Ginn & Co., 1900) ; 
Botsford's History of Rome (to the Empire of Charlemagne, 800 a.d. ; 
N.Y., Macmillan, 1901); Morey's Outlines of Roman History 
(American Book Co., 1901) ; Fairley's Seignobos's History of the 
Roman People (to the Empire of Charlemagne; N.Y., Holt, 1902). 
An excellent and authoritative pocket manual, corresponding in 
method and character to Swoboda's Greek History, is Koch's Roman 
History (to 476 a.d. ; " Temple Primer " series, London, Dent & 
Co., 1900). 

The best brief manual for the period from 476 to 800 a.d. is 
Emerton's Introduction to the Middle Ages (375-814 a.d. ; Boston, 
Ginn & Co., 1888). Oman's Dark Ages covers the period 476- 
918 a.d. (Periods of European History, N.Y., Macmillan, 3d ed., 
1898). 

Quite recent, but very brief on the period before 800 a.d., are 
Robinson's Introduction to the History of Western Europe (Boston, 
Ginn & Co., 1903), extending to 1902 a.d.; and Munro's History 
of the Middle Ages (N.Y., Appleton, 1902), extending to 1300 a.d. 

As companion volumes of moderate size, recent appearance, and 
authority for the study of Roman Mythology, literature, art, political 
institutions, and private life, etc., etc., the following manuals may be 
mentioned : — 

Abbott, Roman Political Institutions (Boston, Ginn & Co., 1901) ; 
Greenidge, Roman Public Life (N.Y., Macmillan, 1901) ; Steuding, 



56 Ancient History 



Greek and Roman Mythology (see p. 52) ; Fowler, History of 
Roman Literature (N.Y., Appleton, 1903) ; Reber, History of 
Ancient Art (N.Y., Harper, 1882); Granrud, Roman Constitu- 
tional History (Boston, Allyn & Bacon, 1902) ; Johnston, Private 
Life of the Romans (Chicago, Scott, Foresman & Co., 1893) ; Preston 
and Dodge, Private Life of the Romans (Boston, Sanborn, 1893) ; 
Lanciani, Ruins and Excavations of Ancient Rome (Boston, 
Houghton, Mifflin, 1897). There is no manual of Roman art 
corresponding to TarbelPs History of Greek Art. 

There are no contemporary sources for the early period, like the 
Homeric poems for the monarchical period in Greek history, but 
legends and traditions thrown into attractive literary form by Livy, 
Dionysius of Halicarnassus, Diodorus Siculus, and Strabo, all writers 
of the Augustan period. Book I of Livy's History of Rome, Books 
I-IV of Dionysius's Antiquities of Rome, and Books V and VI of 
Strabo''s Geography, show what the Romans of the Augustan age 
liked to believe about their early history. Livy's first book has an 
undying charm, and is woven into th^ thought and literature of all 
succeeding ages. Plutarch^s Lives of Romulus and Numa contain 
the legends of these kings in a somewhat different and sometimes 
earlier form than that which Livy gives them, but for the most part 
no earlier than the generation before Livy (Varro and Valerius 
Antias), and never earlier than the third century B.C. (Fabius 
Pictor) ; for these writers would seem to have been the chief 
sources of Plutarch when he did not use Dionysius himself. Mac- 
aulay's Lays of Ancient Rome cast some of the early Roman legends 
into popular poetical form. 

Convenient collections of extracts from the sources will be found 
in Botsford's Story of Rome as the Greeks and Romans Tell It 
(N.Y., Macmillan, 1903) ; in Munro's Source Book of Roman His- 
tory (Boston, Heath, 1904) ; and in Fling, Studies in European 
History, I, Greek and Roman Civilization (Chicago, Ainsworth). 
See also Part II of Historical Sources in Schools (cf. above, p. 45). 



Small School Library 57 



A SMALL SCHOOL LIBRARY IN 
ANCIENT HISTORY 

Holm, History of Greece. 4 vols., Macmillan, $10.00. 

Bury, History of Greece. Macmillan, $1.90. 

Mahaffy, Survey of Greek Civilization, Macmillan, $1.00. 

(His Old Greek Life is also useful. American Book Co., 35 cents.) 
GuLiCK, The Life of the Ancient Greeks. Appleton, $1.40. 
J EBB, Greek Literature. American Book Co., 35 cents. 
Tarbell, History of Greek Art. Macmillan, $1.00. 
MoMMSEN, History of Rome. 5 vols., Scribner, $10.00. 
Pelham, Outlines of Roman History. Putnam, $1.75. 
How AND Leigh, History of Rome to the Death of Caesar. 

Longmans, $2.00. 
Bury, Student^s History of the Roman Empire. American Book 

Co., $1.50. (Capes, The Early Empire, and The Age of the 

Antonines, may be substituted ; " Epochs of Ancient History," 

Longmans or Scribner, $1.00 each). 
Preston and Dodge, Private Life of the Romans. Sanborn, $1.00 

(paper, 40 cents). 
Emerton, Introduction to the Middle Ages. Ginn, $1.12. 

* Herodotus, Rawlinson^s translation edited by Grant, 2 vols. Scrib- 
ner, $3.50. (Gary's translation is cheaper and poorer; Mac- 
millan, $1.00.) 

Thucydides, Jowett's translation, edited by Peabody. Lothrop, 
$2.00. (Dale's translation is poorer; with notes, Macmillan, 
$2.00; without notes, American Book Co., 75 cents.) 

Plutarch, Lives, the so-called Dryden translation, revised by 
Clough. Little, Brown & Co., $2.00. 

BoTSFORD, The Story of Rome as Greeks and Romans Tell It. 
Macmillan, 90 cents. Or Munro, Source Book of Roman 
History. Heath, $1.00. 

Fling, Studies in European History, I, Greek and Roman Civiliza- 
tion. Ains worth, 60 cents. 



^8 Ancient History 

Sanborn's Classical Atlas. Sanborn, $1.75. 

TozER, Classical Geography. American Book Co., 35 cents. 

(The prices given are those in the publishers' lists. For a school 

library, the above books can be purchased through a bookseller 

at a cost of $35.00 to $40.00.) 

Note. — Some schools may prefer to substitute for Holm and 
Mommsen the Epochs of Ancient History (10 volumes, omitting 
the one on Troy. Longmans or Scribner, $1.00 each). In that 
case the money saved may be advantageously spent for the fol- 
lowing books, which should in any case be accessible to pupils 
wherever possible : — 

Homer, Iliad, translated by Lang, Leaf, and Myers. Macmillan, 
80 cents. 

Homer, Odyssey, translated by Butcher and Lang. Macmillan, 
80 cents. 

Greenidge, Handbook of Greek Constitutional History. Macmil- 
lan, $1.25. 

Abbott, Roman Political Institutions. Ginn, $1.50. 

Lanciani, Ruins and Excavations of Ancient Rome. Houghton, 
$4.00. 

Wheeler, Alexander the Great. Putnam, $1.60. 

Fowler, Julius Cccsar. Putnam, $1 .60. 



General Survey of the Field 



59 



§^ 



'^3 



GENERAL SURVEY OF THE FIELD 
ANCIENT HISTORY TO 800 a.d. 






I. 

The Oriental 
Nations. 



III. 
State and 
national 
development in 
Greece to the 
Foreign Wars, 
750-500 B.C. 



II. 
Ancient Hellas : 
early develop- 
ment. 2ooo(?)- 
750 B.C. 



4- 

5- 
6. 

7- 



8. 
9- 

10. 
1 1. 
12. 



I 



Introduction: scope and course of 
Ancient History. 

Egypt, 5ooo(?)-525 B.C. 

The Tigris-Euphrates Valley, 5000, 
or earlier, -538 B.C. 

Syria (I) The Phoenicians. 

Syria (II) The Hebrews. 

Media and Persia. 85o(?)-5i4 B.C. 

Summary and review of the Ori- 
ental nations. 

The land and the ^gean basin. 

The people : migration and ex- 
pansion. 

The Epic, or " Homeric," Age, 
1000-750 B.C. (approximately). 

"Greek reconstruction of early 
history."' 

The states, and the beginnings of 
leagues. 



' 13. Age of colonial expansion. 

14. Order of political evolution. 

15. Growth of Sparta: a military aris- 

tocracy. 

16. Growth of Athens: progress 

toward democracy. 

17. Intellectual progress of Hellas, 

500 B.C. 
[18. Bonds of union. 



6o 



Ancient History 



O 1) 



o t; 



5 GENERAL SURVEY OF THE FIELD — C^;///////^^ 



ANCIENT HISTORY TO 800 a.d. 



o S 



4J (U 



Ph>5 







ri9. 


Lydian and Persian conquests in 






IV. 
Foreign Wars of 
the Greeks : 
independence. 
560-479 B.C. 




Asia Minor. 




5 


20. 
21. 

22. 


Scythian expedition and Ionic re- 
volt. 
The Persian Invasion, 492-479 

B.C. 

"The Punic Invasion," 485-480 


I 
3 






L 


B.C. : Carthaginians in Sicily. 


I 






'23- 


The Delian League and the Athen- 






V. 




ian Empire, 477-461 B.C. 


2 




The Preemi- 


24. 


The Periclean Age and the Athen- 




5 


nence of Athens, 




ian Democracy, 461-431 B.C. 


2 




479-431 B.C. 


25. 


Intellectual life ; the Athenian 








^ 


genius. 


I 






26. 


The Athenian attempt at land em- 
pire, 461-445 B-C. 


I 






27. 


The Peloponnesian War, 431-404 






VI. 




B.C. 


2 




Wars between 


28. 


The new learning. 


I 




the Greek States : 


29. 


The hegemony of Sparta, 404-371 




10 


a Century of 




B.C. 


I 




Strife, 461-362 


30- 


The attempted hegemony of 






B.C. ; the Mace- 




Thebes, 371-362 B.C. 


I 




donian Invasion. 


31- 


The Western Greeks, 410-300 B.C. 
(approximately) . 


I 






32- 


Literature and art, 400-350 B.C. 


I 






33- 


The rise of Macedon, 359-336 B.C. 


2 



General Survey of the Field 6i 



■ig GENERAL SURVEY OF THE FIELD 



Co)itim!ed 






lo 



ANCIENT HISTORY TO 800 a.d. 



VI I. 

The Empire of 
Alexander ; 
"The MinorJinof 
of the East and 
West." 

336-146 B.C. 



VIII. 
Early Rome ; 
and the Roman 
Republic to its 
supremacy in 
Italy. 
753(?)-264 B.C. 



34- The career of Alexander 



35- 



36. 



38. 

39- 

40. 



41, 



42. 



con- 
quests, character, and achieve- 
ments. 336-323 B.C. 
The Hellenistic period : disinte- 
gration of Alexander's Empire ; 
the Hellenistic kingdoms and 
Hellenistic culture. 323-146 

B.C. 

Greece to Roman intervention ; 
attempts at federal government. 
280-200 B.C. 



The land and the people. 

Early Rome : sources of our knowl- 
edge ; the legends and their value. 

Regal Rome: government, reli- 
gion, and society. 

The early Republic: struggle be- 
tween the classes; triumph of 
the plebeians. 509(?)-286 B.C. 

The early Republic : the estab- 
lishment of Rome's supremacy 
in Latium ; wars with its neigh- 
bors. 509(?)-338 B.C. 

The conquest of Italy: wars with 
the Samnites and Greeks ; or- 
ganization. 338-264 B.C. 



aw 



a,;^; 



62 



Ancient History 



o w 






GENERAL SURVEY OF THE FIELD — Conlzmied 
ANCIENT HISTORY TO 800 a.d. 









15 



IX. 
Rome be- 
comes su- 
preme in the i 45 
Mediter- 
ranean 
Basin, 264- 
133 B.C. 



X. 

The An- 
cient World 
under 
Roman 
Rule during 
the change 
from the 
Republic to 
the Mon- 
archy, 133- 
31 B.C. 



46. 



43. The struggle with Carthage for Sicily : 

the First Punic War, 264-241 B.C. 

44. " The extension of Italy to its natural 
boundaries ; " wars in Africa and 
Spain. 241-218 B.C. 

The struggle between Rome and Carthage 
for the supremacy in the West : the 
Second and Third Punic Wars. 218- 
133 B.C. 

Rome becomes supreme in the eastern 
Mediterranean: conquest of Greece 
and Asia. 216-133 B.C. 

The organization of Rome's foreign con- 
quests : the provincial system. 

The effects of conquests and the pro- 
vincial system upon society, politics, 
and manners. 

The revolutionary attempts at reform 
under the Gracchi, 133-121 B.C. 

" The rule of the restoration " ; victories 
ofMarius; Social War. 121-88 B.C. 

The struggle between Marius and Sulla ; 
reestablishment of senatorial rule. 
88-79 B.C. 

Pompey and Caesar : affairs in the East 
and at Rome ; Caesar in Gaul ; Civil 
War. 79-48 B.C. 

The rule of Caesar, 48-44 B.C. 

The struggle for the succession, 44-3 1 B.C. 

Roman culture and society in the " Cicer- 
^ onian Age." 



47- 



48. 



49. 



50. 



51- 



52. 



53- 
54- 
55- 



General Survey of the Field 



63 



S GENERAL SURVEY OF THE FIELD — Continued 



J5W 



PhZ 



ANCIENT HISTORY TO 800 a.d. 



8W 



0^:2; 







56. 


The establishment of the Empire : 
constitution; frontiers. 31 b.c- 
14 A.D. 


2 






57- 


The Julian and Flavian Caesars, 






XI. 




14-96 A.D. 


2 




The Ancient 


58. 


The Roman Empire under the 




10 


World under the 




"Good" Emperors, 96-180 a.d. 


-> 




Roman Empire, 


59- 


The Roman Empire under the 






31 B.C.-375 A.D. 


60. 
61. 


Soldier Emperors, 180-284 a.d. 

The Roman Empire under the Ab- 
solute Emperors, 284-375 a.d. 

The rise and triumph of Chris- 


I 
I 






• 


tianity. 


2 






62. 


The invasions, and the fall of the 
Western Empire, 376-476 a.d. 


2 






63. 


The West : continued invasions, 






XII. 




and formation of Germanic 






The Transition 




States. 476-774 A.D. 


I 




Period : from 


64. 


The East : one Emperor (Con- 




9 


Ancient to Medi- 




stantinople) ; a new prophet. 






aeval History, 




476-732 A.D. 


I 




376-800 A.D. 


65. 
66. 

67. 


" The rise of the Christian Church.'"' 
The growth of the Frankish power : 

a new Emperor. 486-800 a.d. 
Retrospect, from the Euphrates to 


2 
2 






^ 


the Rhine. 


I 



64 Ancient History 



OUTLINE OF ANCIENT HISTORY 

The Oriental Nations. 

I . Introduction : Scope and Course of Ancient History. 
General References : 

Fisher, Brief History of the Nations, 1-14. Fisher, 
Outlines of Universal History, 1-16. Myers and Allen, 
Ancient History, 1-13, presents views long and generally 
held.>*West, Ancient History, i-io, is advanced and 
radical. Botsford, Ancient History for Beginners, 1-4, 
is conservatively fresh, though very brief. Wolfson, 
Essentials of Ancient History, 11-22. 

(N,B. — Much of this is still debatable ground^ and 
neither teacher nor pupil should expect to get anything 
more than a convenient wot'king hypothesis.^ 

a. Relative value of historic studies. Freeman, Methods of Historical 

Study, Lecture II. Harrison, Meaning of History, Chs. i and 
ii. Bourne, Teaching of History and Civics, Chs. i and v.i 

b. Races of men. -West, Ancient History, 6-10. Tylor, 

Anthropology, Ch. i, especially pp. 1-25 (Appleton 
ed., 1898). Hommel, Civilization of the East (Temple 
Primer), 25-27. 

(i) Difficulty of determining original and secondary 
races. 

(2) Philology and history. Felton, Ancient and 
Modern Greece, 3-8. Sweet. History of Language (Temple 
Primer), Ch. i, 12 pages; Ch. vi. 102-106. 

(3) Arbitrary classification by color. Tylor, Anthro- 
pology, 56, 66-74; 87-113 (illustrated). 

c. Caucasian or White race ; probable mixed origin and 

assumed subdivisions. Tylor, Anthropology, 156-161. 

d. Location and progress of the historic nations : east to 

west. Wolfson, 11-22 ; Curtius, History of Greece, I, 
47-49. Fisher, Brief History of the Nations, 12-14. 
Adams, Mediaeval Civilization (Primer), 8-9. Adams, 
European History, 5-6. 

1 Smaller type is for advanced pupils. See Introduction, p. 45. 



Outline of Ancient History 65 

e. Arbitrary divisions of ancient history : Oriental, Classical, 
and Germanic periods. Wolfson, 22. West, 3-6. 
Additional Topics : 

A. Ancient Geography. Tozer, Classical Geography (Primer), 
Ch. i. 

B. Physical Geography of the East. Hommel, Civilization of 
the East, 6-24. 

Imaginative Literature : Waterloo, Story of Ab. 
2. Egypt, 5ooo(?)-525 b.c. 
General References : 

Botsford, Ancient History for Beginners, 3-14. Adams, 
European History, 7-10. Ravvlinson, Story of Ancient 
Egypt, 23-45 (People). Erman, Life in Ancient Egypt, 
Ch. iii. Maspero, Life in Ancient Egypt and Assyria, Chs. i-x. 

(N.B. — The arraitgenient of Egyptia^i history by 
native " dynasties " is cofif using to beginners and shoidd 
be avoided.^ 

a. The Nile region. 

(i) Physical features and their influence. Botsford, 
Ancient History, 4. Wendel, History of Egypt 
(Primer), 7-9, 21-22. West, 15-17. Tozer, Classical 
Geography, 44-47. Myers and Allen, Ancient History, 
15-17. Rawlinson, Story of Ancient Egypt, 1-22. 
Petrie, History of Egypt, I, 4-7,1 Sayce, Ancient Empires of the 
East, 1-5. 

(2) Remains of ancient civilization. Myers and 
Allen, 41-56. Maspero, Manual of Egyptian Archae- 
ology, Ch. ii, § 2; and Ch. iii (Temples and Tombs). 
Note illustrations in Rawlinson, History of Ancient 
Egypt. 

b. The people and their political history. 

(i) Supposed origin. Wendel, History of Egypt 
(Primer), 22. Petrie, History of Egypt, I, 11-13, 14- 
15. Sayce, Ancient Empires, 5-7. 

(2) Political development : Pharaohs of Memphis ; 

1 Remark. — In this outline, the large Roman numeral is regularly used to 
indicate the volume, and the Arabic figure the page ; e.g. Petrie, I, 4-7, refers 
to Petrie, Vol. I, pp. 4-7. 



66 Ancient History 



Pharaohs of Thebes ; The New Empire — Sais. 
.~-jr-^West, Ancient History, 17-22. Wolfson, Essentials 
of Ancient History, 24-28. Sayce, Ancient Empires, 
14-58. For dynastic lists, Petrie, I, 16-29 (critical and weighty). 
(3) Successive invasions of Egypt. Adams, Euro- 
pean History, 8-9. Wendel, 54, 62-64, 98-100, 114- 
117, 120-121, 130, 134-135, 156-158. Rawlinson, 
Story, 134, 255-275, 396 and following. 

c. Civilization. 

(i) Classes and occupations. Wendel, 19. Raw- 
linson, Story, 60-64V West, 22-27. Sayce, Ancient 
Empires, 85-89. Erman, Life in Ancient Egypt, Ch. viii. 
Maspero, see above under general references. For 
"Early Strikes," Wendel, loo-ioi, 104, and West, 38. 
On political corruption, Wendel, 103-104. 

(2) Arts, sciences, and literature-<=» West, 27-32. 
Wolfson, 28-29. Wendel, 13-16. Tylor, Anthro- 
pology, 20-23. Sayce, Ancient Empires, 72-85. Mas- 
pero, Egyptian Archaeology, Ch. v. 

(3) Religion. Myers and Allen, Ancient History, 
34-41. West, 32-37. Wendel, 23-25 (and in detail 
through page 30). Maspero, Dawn of Civilization, 
180-200. Hommel, 39-43. 

Source: Herodotus, Bk. II, Chs. 37-97. 

d. Special contributions to European culture. Wolfson, 

32-34. Myers and Allen, 49-56. Wilkinson, Ancient 
Egyptians, I, 3. Sayce, Ancient Empires, 72-80. 
Sources: Herodotus, Bk. II, Chs. 149-152 (accession 
of Psammetichus ; cf. Grote, History of Greece, III, Ch. 
XX, 325-326). Herodotus, Bk. II, 99, and following 
(Menes) ; II, 19-34 (inundations and sources of the 
Nile; cf. Myers and Allen, note, p. 21). The Bible, 
Ezekiel, Chs. xxix-xxxii. West's " Illustrative Extracts," 
following the chapters in his Ancient History, are most 
helpful. Rawlinson, Egypt and Babylon, from Sacred and Pro- 
fane Sources. Petrie, History of Egypt, has literal translations of 
inscriptions, etc., which could be used with advanced pupils. 



Outline of Ancient History 67 

Additio7ial Topics : 

A. Obelisks. Rawlinson, History of Ancient Egypt, 
I, 223, 234, 240-242, 252 ; II, 59, etc. ; for examples and 
pictures, see index. 

B. Ancient and modern irrigation systems. Wen- 
del, 55-57. Rawlinson, History of Egypt, I, 171-173; 
and Story of Ancient Egypt, 1 14-120. Milner, Eng- 
land in Egypt, 280-322. Petrie, I, 190-191 (Lake 
Moeris) . 

C. The Sphinx. Petrie, I, 51-53. Rawlinson, Story 
of Ancient Egypt, 92-94. Lenormant, Ancient History 
of the East, I, 331 and following. 

D. Sources of Egyptian History. Wendel, 12-20. Hommel, 
2-6. 

Imaginative Literature : Georg Ebers, Uarda (14th 
century B.C.), and Daughter of an Egyptian King (6th 
century B.C.). 
3. The Tigris-Euphrates Valley, 5000, or earlier, -538 b.c. 
General References : 

Morey, Outlines of Greek History, 32-45. West, 
Ancient History, 40-56. Fisher, Brief History of the 
Nations, 37-45, brief and clear. Botsford, Ancient 
History, 15-25. Myers and Allen, Ancient History, 
57-106. Maspero, Dawn of Civilization, Chs. vii-ix ; Passing 
of the Empires, Chs. i-v. 

a. The land. 

(i) The two rivers and their influence. Myers and 
Allen, 57-58. West, 40-42. Sayce, Ancient Empires, 
90-92. Tozer, Classical Geography, 26-30. Hommel, 
9-12. 

(2) Sources, remains, and relative antiquity of civ- 
ilization. Myers and Allen, 64, 65, 88-94, 101-105. 
Rawlinson, Ancient Monarchies, I, 41-47. 

b. The people. , v^ 

(i) Supposed origin. West, 46. Myers and Allen, 

59, 76, 84. Maspero, Dawn of Civilization, 565-572. 

(2) Cities : Ur, Nineveh, Babylon, West, 42-45, 52. 



68 Ancient History 



Sayce, Ancient Empires, 92-99, and for geography, in 
general. 

(3) Successive empires and wars : Chaldaean (3800- 
1250 B.C.); Assyrian (1250-606 B.C.); Babylonian 
(606-538 B.C.). Wolfson, 36-41. Myers and Allen, 
60-63, 76-83, 96-101, For details, Boughton, History 
of Ancient Peoples, Part IV, Ch. iv ; and Sayce, 99-145. 
Hommel, see contents. 

c. Civilization. 

(i) Classes and industries: mode of life. West, 
51. Sayce, Babylonians and Assyrians, Chs. ii, iii, v. 
Maspero, Life in Ancient Egypt and Assyria, Chs. 
xi-xx. See also d below. 

(2) Arts and sciences. Tylor, Anthropology, 22. 

Wolfson, 43, 46. Myers and Allen, 74-75. West, 

- 46-50, 52. Rawlinson, Ancient Monarchies, 41-47. 

See ^, (2) above. 
___ (3) Religion and literature. West, 53-56. Wolfson, 
41-43, 45, 46. Myers and Allen, 65-74, 85-87, 92-94. 
Hommel, 30-35. 

d. Special contributions to European culture. Morey, 

Greece, 44. Myers and Allen, 75, 84-95. Sayce, 

Ancient Empires, 157-178. 

Sources : The Bible : Jeremiah, Ch. xxvii ; Daniel, 
Chs. i-iv (for Nebuchadnezzar) ; Daniel, Ch. v ; 2 Kings, 
Ch. xviii (for Sennacherib of Assyria and Hezekiah). 
Herodotus, Bk. I, 178-183 (Babylon); I, 188-191 (Cyrus 
takes the city). See index to Rawlinson, Egypt and Babylon 
from Sacred and Profane Sources. 
Additional Topics : 

A. Ur of the Chaldees. Rawlinson, Origin of Nations, 
39-40. Boughton, History of Ancient Peoples, 438. The 
Bible, Genesis, Ch. xi, 31-Ch. xii, 1-5. 

B. The long duel between Babylon and Nineveh. 
Boughton, 450-487. Sayce, Ancient Empires, 99-145. 

C. The uses of clay in the Tigris-Euphrates culture. Sayce, 
164. Rawlinson, Ancient Monarchies, I, 87-92 ; Origin of Nations, 
44-45 (cf. Genesis xi, 3.) 



Outline of Ancient History 69 

D. The hanging gardens of Babylon, and the walls. 
Boughton, 500-503. Duncker, History of Antiquity, III, 
368-369, 376-383. 

E. The Fifth Chapter of Daniel. 

Imaginative Literature : Ward, The Master of the Ma- 
gicians (6th century B.C.). W. S. Davis, Belshazzar. 

Syria (i) The Phcenicians. 

General Refer e7ices : 

McCurdy, History, Prophecy, and the Monuments, I, 
42-47. Maspero, Struggle of the Nations, 3-19, 120 ff. 
Sayce, Ancient Empires of the East, Ch. iii, 181-209. 
Grote, History of Greece, Ch. xviii (Vol. HI, 181-212). 
Rawlinson, Origin of Ancient Peoples, 48-65, is especially 
good. Article " Phoenicia" in Encyclopaedia Britannica. 
Rawlinson, Story of Phoenicia. 

a. The land and the people. Tozer, Classical Geography, 

34-35. Hommel, 14-15, 18-19. 

(i) Origin and character. Myers and Allen, Ancient 
History, 120-121. Harrison, Story of Greece, 122-123. 
Lenormant, Ancient History of the East, Bk. VI, Ch. i. 
quoted conveniently in Earned, History for Ready 
Reference, IV, 2530. 

(2) Cities: Tyre, Sidon. Myers and Allen, 123. 
Wolfson, 51-54. Grote, Greece, Ch. xxi (III, 342- 
348). Tozer, 35. 

b. Enterprises and influence. 

(i) Commerce: sea-routes and colonies, Carthage. 
Myers and Allen, 122-124. Wolfson, 54-57. Sayce, 
Ancient Empires, 207-209. Earned, History for Ready 
Reference, IV, 2532-2533. Rawlinson, Story of 
Phoenicia, Ch. xviii. 

(2) Dissemination of arts and alphabet. West, 58. 
59. Myers and Allen, 124-127. Sayce, Ancient 
Empires, 203-207. Lenormant, Ancient History of 
the East, II, Bk. VI, Ch. iv. 

Sources : The Bible, Ezekiel, Chs. xxvi-xxvii (the 
exaltation of Tyre). Strabo, Bk. XVI, Ch. ii, §§ 21-33. 



JO Ancient History 

Thucydides, Bk. I, Chs. 8, 13, 16, 100; VIII, Chs. 81, 
87. Herodotus, Bk. I, Ch. i ; II, Ch. 54; IV, Ch. 192; 
II, Ch. 44 ; VII, Ch. 89 ; for interesting, if detached, facts. 
Josephus, Antiquities, Bk. VIII, Chs. 3, 5. 
5. Syria (II) The Hebrews. 
General References : 

Duruy, Ancient History (translated by Grosvenor), 
38-44. Botsford, Ancient History, 27-31. Hommel, 
Civilization of the East, 50-52, 58, 75 fif., 80, and passim. 
Lenormant, Ancient History of the East, I, Bk. II. 

a. The people and their homes. 

(i) Origin and character. Myers and Allen, Ancient 
History, 7, 107. Tozer, Classical Geography, 31-34; 

36-43- 

(2) Successive locations : nomadic life, Egypt, Ca- 
naan. Myers and Allen, 107-110. Hosmer, Story of 
the Jews, 12-22. Kent, History of the Hebrew People, 
Part I, Ch. iv ("The Two Kingdoms"), 

(3) Political development : Patriarchs, Judges, 
Kings, the two Kingdoms, the Captivities, the 
Restoration. West, 61-63. Fisher, Brief History of 
the Nations, 48-53. Myers and Allen, 111-116. 
Morey, Greece, 60-65. Kent, Part H, Ch. viii. 

Note. — It is suggested to the teacher that helpful studies of early patri- 
archal life may be made in the story of Abraham, and of tribal government in 
the record of the Judges. Genesis xii-xiv; xxiv (Rebekah). Judges iv, v 
(Deborah). 

b. Religion, literature, and world-influence. Myers and 

Allen, 117-118. West, 63-64. Hosmer, Story of the 
Jews, 74-93 ("The Beauty of Holiness"), and 1-8. 
Kent, History of the Hebrew People, Part II, Ch. viii, 
I05-IIO. Boughton, History of Ancient Peoples, II, Pt. IV, 
Ch. iii, 420-427. 

Sources : The Old Testament (the books of Ezra and 
Nehemiah are excellent for source-work). Josephus, 
Antiquities, X, 5, i ; X, 6, i, for Nebuchadnezzar's con- 
quest (cf. Jeremiah, Ch. xlvi, 2 ; 2 Kings, Chs. xxiii-xxiv). 



Outline of Ancient History 71 

The Talmud. Herodotus : mere geographical mention ; 
Bk. VII, 89, is interesting. 
Additional Topics : 

A. Idolatry among the Hebrews. (Individual study 
in the Old Testament.) 

B. The sanitary features of the Mosaic Law. Exodus, 
Chs. xix-xxiii. 

C. The Levites. Josephus, Antiquities, HI, xi, i ; IV, 
iv, 3; III, xii, 4. 

D. Siege of Jerusalem by Titus. Tacitus, Histories, 
Bk. V. Josephus, Jewish War, Bk. VI. This topic might 
also be treated under the period of the Roman Empire. 

It. Oriental Features in the reigns of David and Solomon. 
Hosmer, Story of the Jews, 20-28, 74-75. i Kings iv, 22-vi, and 
2 Chronicles i-vii (the Temple). 

F. Any one of the greatest of the Prophets — Isaiah, Jeremiah, 
Ezekiel, Amos — as revealed by his writings. 

6. Media and Persia, 85o(?)-5I4b.c. 

(A very general view here ; more in detail under Greece.) 
General References : 

Duruy, Ancient History, 45-50. Harrison, Story of 
Greece, 268-285 (^^ Darius). Hommel, Civilization of the 
East, Chs. vii-viii, Wheeler, Alexander the Great, 187-207. 
a. The land and the people. 

(i) Origin and relations with neighbors. West, 
66-67. Rawlinson, Five Great Monarchies, III, Ch. i; 
Origin of Nations, 96-106. 

(2) Kings and their conquests : military develop- 
ment. Botsford, Ancient History, 31, 32. Myers and 
Allen, 133-141. Sayce, Ancient Empires, 234-247. 

(3) Political organization under Darius. Myers and 
Allen, 144-145. West, 70-73. Sayce, Ancient Em- 
pires, 247-250. 

Sources : The Bible, Daniel, Ch. vi. Herodotus, Bk. Ill, 
88-89 '■> 90~967 97 (the divisions). 
d. Civilization. 

(i) Art. Myers and Allen, 148-15 1. Sayce, 270- 
272. 



72 Ancient History 



(2) Religion and literature. Myers and Allen, 
145-148. S ay ce, 256-270 ; 273. Hommel, 138-140, 

(3) Morals. Botsford, Ancient History, 35. 
Rawlinson, Origin of Nations, 105-106. Sayce, 273- 
275. 

Source: Herodotus, Bk. I, 130-136 (condition after 
corruption had set in). 

c. Persia's contribution to European culture. West, 68-69. 

Morey, Greece, 169-173. 
Summary and Review of the Oriental Nations. 
General References : 

Wolfson, 11-14. West, 74-75. For the Asiatic 
Greeks and the ancient nations : Curtius, History of 
Greece, II, 113-1 16; 120-122; 132-135 ; 157-165 (Scribner, 
1892 ed.). Grote, History of Greece, IH.Chs. xvi-xxi. Holm, 
History of Greece, I, 319-334. Herodotus, Bk. I, 141-144, 164-171. 
a. General features of Oriental History : government, reli- 
gion, economic life, science and arts, existing remains. 

d. Comparisons and contrasts of the Nile and Euphrates 

cultures (by topics a, d, etc., and sub-topics already 
given in sections 2 and 3). 
c. The blending of the two cultures. 

(i) Entry into Egypt through Hyksosand Hebrews. 

(2) Assyria and Egypt : conquests. 

(3) Syria : mercantile exchange. 
d. Transmission to West. 

(i) Phoenicia. 

(N.B. — All the topics above, utider 7, are by way of 
review and need no further references.^ 

(2) Asia Minor : Lydia and Croesus. Myers and 
Allen, 128-132. Morey, Greece, 66-67; 167-168. 
Harrison, Story of Greece (Nations), 252-267. 
Sayce, Ancient Empires of the East, 210-233. Holm, History 
of Greece, I, Ch. xxiii. Maspero, Passing of the Empires, 323- 
342, and Ch. v. Bury, History of Greece, 218-234. ' 

Source: Herodotus, Bk. I, 6-94; I. 94 (coinage). 

e. Consolidation: the Persian Empire (review). 



Outline of Ancient History 73 

Additional Topics : 

A. The Hittites : " The Forgotten Empire." Moray, 
Greece, 66. Myers and Allen, 25-27, y6-jj. Mas- 
pero, Struggle of the Nations, 3-19 (Syria); 341-368; 
and Index under Kheta. McCurdy, History, Prophecy, 
and the Monuments, I, 190-205. Sayce, Ancient Em- 
pires of the East, Ch. iv. 

B. The source of Greek music. Grote, Greece, III, 212-215, 
219 (in Ch. xvi and the first page of Ch. xvii).i 

• Map Work: 

The Oriental nations, with boundaries and dates. 
II. Ancient Hellas: Early Development. 2000(?)-750 B.C. 
8. The Land and the tEgean Basin. 
General References : 

Bury, History of Greece. 1-5.^ Botsford, Ancient His- 
tory for Beginners, 41-48. Abbott, History of Greece, 
1,1-23. Tozer, Classical Geography, 63-90. Oman, His- 
tory of Greece, Ch. i. Holm, History of Greece, Ch. ii. 
Curtius, History of Greece, the whole of Chapter i. Kiepert, 
Manual of Classical Geography, 138-179. 
a. Physiography. 

(i) Diversity of features. Holm, I, 24-30. Oman, 
i-io. Abbott, I, Ch. i, §§ 1-4 and 13-15. 

(2) Climate and products. Oman, 5, 15. Curtius, I, 
14-25. 

(3) Contrasts with seats of Eastern culture already 
studied. 

(4) Geographical advantages, and influence of the land 
on the people. Myers, History of Greece, 9-1 1. West, 
Ancient History, 78-81. Harrison, Story of Greece, 1-18. 

d. Political divisions. 

(i) States of the mainland. Morey, Outlines of Greek 
History, 74-77. Botsford, Ancient History, 42-47. 
Oman, 10-17. 

(2) The Island-states : "Stepping-stones." Oman, 18. 

I NorE. — In this outline, all references to Bury, History of Greece, are to the 
one-volume edition ; references to Grote are to reprint of 2d London edition. 



74 Ancient History 



Morey, 'j'i)- Myers, Greece, 8-9. Tozer, Classical 
Geography, 90-92. 
Map Work: 

Two outline maps of the Balkan peninsula, the ^gean 
and Black seas, and Asia Minor ; one to show the physical 
features, the other to be kept as a progressive historical 
map throughout the study of Greece. 

The People : Migration and Expansion. 

Gene?'al References : 

-4 West, Ancient History, 82-go (very radical). Swoboda, 
Greece (Temple Primer), 1-5 (excellent). Botsford, 
History of Greece, i-io, 21-29. Holm, History of 
Greece, Chs. i and vii. Tarbell, Greek Art, Ch. ii. Mahaffy, 
Survey of Greek Civilization, 22-40; and Social Life in Greece, 
Chs. ii and iii. 

(N.B. — Much of this is still debatable groimd, and 
opinions a7'e not settled ; new light is constantly comijig 
fro7n excavations^ especially in Crete.^ 

a. " Pelasgians." Morey, Greece, 78, 93. Oman, Greece, 

19-22 (antiquated). Holm, II, 44-47, 55-62. 

b. Early and later yEgean culture as shown by archaeology : 

Tiryns and Mycenae (3d and 2d millennium B.C.). 
Morey, 86-94. Abbott, Greece, I, 40-49. Bury, 
Greece, 7-39. Gardner, New Chapters in Greek 
History, 64-67 (Mycenean Tombs). 

c. Conquests by Greeks, coming in waves, 1500 B.C. on; 

fusion, expansion. Harrison, 79-81. Bury, 39-43 (with 
details, also 43-64) . 

d. Oriental influence, real and mythical. Bury, 76-79, 83. 

Curtius, I, 48-52. Harrison, Story of Greece, 122-128. 

Abbott, I, 49-57. Holm, I, 91-99. 

Sources: Herodotus, Bk. I, 56-57, 146 (early peoples). 
Thucydides, Bk. I, §§ 2-8. 
Additional Topics : 

A. The ancient palace. Gardner, New Chapters in 
Greek History, Ch. iv. Odyssey, Bk. VII, 84 ff. 



Outline of Ancient History 75 

B. The Hte-work of Dr. Schliemann. Tsountas and Manatt. 
The Mycenean Age, Schuchhardt, Schliemann 's Excavations. 
Schliemann, Mycenae; Tiryns ; Troja. 

10. The Epic, or '^ Homeric," Age, 1000-700 b.c. (approxi- 
mately) . 

General References : 

Morey, Outlines of Greek History, 94-104. Holm, 

Greece, I, 166-172. Abbott, I, 162-174. Curtius, I, 

i6®-i7r. Timayenis, History of Greece, I, 25-35. Jebb, 

Greek Literature (Primer), 19-40. 

a. The Source — Homer : historical and literary value. 

Myers, Greece, 501-503. Botsford, Greece, 10, 28, 96. 

Bury, Greece, 65-69. Jebb, Primer, 31-37. Freeman, 

Historical Essays, 2d Series, Lecture ii ("Mr. Gladstone's 

Homer and the Homeric Age "). Grote, Greece, Part I, Ch. xxi. 

d. Social and political organization: the family and the 

government. Bury, Greece, 69-73. West, 90-96. 

Mahaffy. Survey, Chs. i and ii; and Social Life, Chs. ii and iii. 

Fustel de Coulanges, The Ancient City, 111-131. Gardner- 

Jevons, Greek Antiquities, 404-414. 

c. Religion. Harrison, Story of Greece, 19-22; 32-44. 

Oman, Greece, 39-46. Bulfinch, Age of Fable, 1-14. 
Curtius, I, 6r, 65-70. Holm, I, 122-134. Grant, Pericles, 
12-38. Gayley, Classic Myths, 51-73. 

d. The Trojan War and the return of the chiefs. Myers, 

Greece, 21-26. Jebb, Primer, 21-25. Harrison, 50-68 ; 
69-76. Gayley, 284-302 ; 313-335. 

e. The Dorian invasion, and the settlement of Asia Minor. 

Wolfson, Essentials of Ancient History, 70-71. Swo- 
boda, Greece (Temple Primer), 8-12. Abbott, Greece, 
I, Ch. iii, §§ 1-4 ; Ch. iv, §§ 1-6 and § 10. Harrison, 
III-121. Holm, I, 135-148, 154. Curtius, I, 115-122, 131- 
134, 142-144. 

Sources: Homer, the Iliad and the Odyssey. Fling, 
European History Studies, I, No. I. Historical Sources 
in Schools, pp. 34-35. West, Ancient History, 96, has 
admirable topics based on the Homeric poems. 



76 Ancient History 



Imaginative Literature : Hawthorne, Wonder-book ; 
Tanglewood Tales. Kingsley, Greek Heroes. Charles 
Lamb, The Adventures of Ulysses. 

Additional Topic : ' 

Early Greek art. Tarbell, Greek Art, Ch. ii. Goodwin, Hand- 
book of Greek Sculpture, Ch. i. 

11. ''Greek Reconstruction of Early History." 
General References : 

Bury, Greece, 79-84. Botsford, Greece, 103, note. 
a. Genealogy: Hellenes and subdivisions. Morey, Greece, 

79. Curtius, I, 38. Botsford, Greece, 103, note. 

West, 98-99. Oman, Greece, 22-24. Grote, I, 96-105, 

Ch. V. 
d. Legends of local heroes : Heracles, Minos, Theseus, 

Jason, CEdipus. Myers, Greece, 15-21. Harrison, 

Story of Greece, 81-91 (especially Minos and Theseus). 

Curtius, I, 69-73. Holm, I, Ch. x. Grote, I, 340-461, 

Ch. xvi. 

c. The Hesiodic poems (especially the Theogony). Oman, 

Greece, 39. Swoboda, i. Jebb, Primer, 39-48, 
especially 44. Murray, Ancient Greek Literature, 
53-62. 

d. Chronology. Curtius, I, 1 69-1 71. Mahaffy, Problems in 

Greek History, Ch. v. 

12. The States, and the Beginnings of Leagues. 
General References : 

West, 91-94. Bury, Greece, 72-75, 157, 161. Swoboda, 
7-8, 10-28. 

a. The thriving city centres before 700 B.C. Cox, The 

Greeks and the Persians, 4-10. Botsford, Greece, 
20-29. 

b. The City-state. Morey, Greece, 105-109. Fowler, The 

City-State of the Greeks and Romans, Chs. i-iii. 

c. Amphictyonies. Botsford, Greece, as above. Curtius, I, 

123-131. Grote, Part II, Ch. ii and beginning of Ch. iii 
(Vol. Ill, 243-253). See additional topic C, sec- 
tion 14. 



Outline of Ancient History 77 

Map Work: 

On an outline map indicate by means of colors the Delian and 
Delphian Leagues (Botsford, Greece, map opposite page 29). 
Include also principal city-centres. 

III. State and National Development in Greece to the 
Foreign Wars, 750-500 B.C. 

13. Age of Colonial Expansion. 
General References : 

General accounts are all long and detailed and need to 
be cut. This lesson may be well treated by class-room 
drill on a large board-map. 

Botsford, Ancient History, 65-72. Morey, Greece, 
138-148, especially the list of colonies, 138. 

Longer Accounts : Oman, Greece, 47-59 5 81-93. 
Holm, I, 267-294. Abbott, Greece, I, 333-365. Freeman, 
Story of Sicily, Chs. ii, iv. 
a. Causes of colonization. Bury, Greece, 86-89. Abbott, 

Greece, I, 353-358- Curtius, I, 432-433. 435-43^. 
d. Character and organization of a colony ; connection with 

mother-city. Botsford, Greece, 39-40. Oman, Greece, 

92-93. Bury, Greece, 87-88. Curtius, I, 496-500. 

Abbott, Greece, 1, 355 and following. Harrison, 2 1 7-221 . 
c. Chief centres. Swoboda, 15-20. Botsford, Greece, 30- 

39. Curtius, I, 468-473. 
Map Work. 

The Mediterranean Basin, with principal colonies, distinguish- 
ing Ionian, ^olian, Dorian, and Achaean. 

Sources : Thucydides, Bk. VI, 2-5 (for Sicily) . Herodo- 
tus, Bk. II, 154 (for Naucratis) ; IV, 150 ff. (for Cyrene). 

14. Order of Political Evolution. 
General References : 

Botsford, Greece, 64-70. Morey, Greece, 109-111. 
Holm, I, 251-263 (Ch. xx). Grote, Greece, III, i-ii. 
Greenidge, Handbook of Greek Constitutional History, 12-23, 
60-73 (and all of Ch. ii). 

a. Monarchy to aristocracy (oligarchy). Swoboda, 13-14. 

Fowler, The City-State, Ch. iv. 

b. Tyrannies. Swoboda, 28-31. Holm, I, 305-315. Cox, 



yS Ancient History 

History of Greece, I, 39-46. Bury, Greece, 148-157- 
Abbott, Greece, I, 366-369, followed by accounts of 
tyrants in detail. Harrison, 129-136. Mahaffy, Social 
Life, 210-218 ; and Problems, Ch. iv. Greenidge, 27-33. 

c. Democracies, or reversion to oligarchies (cf. sections 15 

and 16). 
if. Growth of popular discontent. Curtius, I, 265-267. 
Additional Topics : 

A. Polycrates. Harrison, 221-228. Oman, Greece, 
132, 135. Herodotus, Bk. Ill, 120-128. 

B. The Wooing of Agariste. Botsford, Greece, 64-65. 
Curtius, I, 284-288. Herodotus, Bk. VI, 126-13 1. 

C. The Sacred War. Bury, Greece. 157-159- Curtius, I, 281- 
284. (This topic may be treated under Amphictyonies, section 
12, c.) 

15. Growth of Sparta: a Military Aristocrac\'*. 
General References : 

Swoboda, 20-22; 25-28. Bury, Greece, 120-135. 
Oman, Greece, Chs. vii and viii. Abbott, Greece, I, 
194-224. Grote, II, Part II. Ch. vi, 337-421 (Lycurgus). 
a. Place and people. Morey, Greece, 112. Oman, 63-64. 
Grote, Part II, Ch. iv (Vol. II, 298-325). 

d. Institutions and government ; myth of Lycurgus. Morey, 

Greece, 113-115. Oman, 64-72. Harrison, 92-119. 

Gilbert, Constitutional Antiquities, 3-83. Gardner- J evons, 

Greek Antiquities, Ch. iii (423-432). 

Sources: Historical Sources in Schools, § 12. Fling, 
European History Studies, I, No. 3 (for c, also). Plutarch, 
Lycurgus. 

c. System and aim of education; mode of life. Morey, 

Greece, 116-117. Timayenis, Greece, I, 64-74. Bury, 
130-134. Curtius, I, 215-228. Felton, Ancient and 
Modern Greece, Course II, Lecture vii. Grote, Part 11? 
Ch. vi (see Index). 

d. Messenian wars; the Peloponnesian League. Morey, 

1 18-120. Bury, 202-204. Curtius, I, 229-233; 239- 
242. Harrison, 205-216. Abbott, I, 259-263; 273-278. 
Holm, I, 193-200; 202-207. 



^«.-'" 



\ 



Outline of Ancient History 79 

Sources : See above, topic b. Fling, European History 
Studies, I, No. 3. For the War Songs of Tyrtasus, Jen- 
nings and Johnston, Half-hours with Greek and Latin 
Authors, 138-140. Aristotle, Politics, Bk. II, 5, 6, 8, 11 (Spartan 
Women). Compare Grote, II, 383-389, with Plutarch's Lycurgus. 
Map Work: 

Peloponnesus, showing Spartan sphere of influence, 
500 B.C. 

16. Growth of Athens: Progress toward Democracy. 
General Refer eiices : 

Swoboda, 31-36. Morey, Greece, 120-135. Oman, 
Greece, Chs. xi and xii. Abbott, Greece, I, Ch. xiii. 
a. Place and people; mythical monarchy. Bury, 163-171. 
Grant, Greece in the Age of Pericles, 66-70. Harrison, 
48; 163-171. Holm, I, 376-386. 

d. Eupatrid rule : Cylon and Draco. Bury, 1 71-180. Har- 

rison, 182-192. Gardner-Jevons (see next topic). 
Botsford, Greece, 41-48. 

c. Solon, "the Wise." Harrison, 172-181 ; 193-204. 
Bury, 180-192. Cox, Greeks and Persians, 77-85; 
Greek Statesmen, 1-3 1. Grant, 70-84. Gilbert, Con- 
stitutional Antiquities, 126-143. Gardner-Jevons, Greek An- 
tiquities, 440-448 (Draco and Solon). Tabular view: Botsford, 
Ancient History, 87. 

Sources: Aristotle, Athenian Constitution, 3-13. 
Herodotus, Bk. I, 29-33 (Solon and Croesus). 

el. Tyranny : Pisistratus and the Pisistratidas. Bury, 192- 
200. Harrison, 229-240. Holm, I, 405-419. Gilbert, 
144-153- 

e. Cleisthenes' changes. Bury, 211-215. Grant, 84-92. 

Cox, Greek Statesmen, 61-71 ; Greeks and Persians, 
89-99. Harrison, 241-251. Holm, 1,421-431. Abbott, 
I, 476-490; and for constitutional changes from Solon to Cleis- 
thenes, 541-547 (based on Aristotle). Botsford, Athenian Con- 
stitution, 198-199 (citizenship), Ch. xi. Gardner-Jevons 
Antiquities, 449-453 (Cleisthenes) ; 454-504 (details 
as to rights of citizens, magistrates, etc.). 



8o Ancient History 



Sources : Historical Sources in Schools, pp. 35-37. 
Aristotle, Constitution (Kenyon's translation), Chs. i-xxi. He- 
rodotus, Bk. V, 66, 69-78 (for Cleisthenes). 

17. Intellectual Progress of Hellas to 500 b.c. 
General References : 

— ^'West, 129-135. Botsford, Greece, 87-97 (and note 
questions, 347-348). Holm, I, Ch. xxiv. 
a. Art. Morey, Greece, 154-158. Botsford, Ancient His- 
tory, 109-111. Curtius, H, 66-71 (the temple); 71-82 
(the orders, and plastic art) , Tarbell, Greek Art, 1 13-159. 
d. Poetry: the Lyric Age. Morey, Greece, 158-161. 
Murray, Ancient Greek Literature, 90-99 (Sappho) ; 
109-116 (Pindar). Jebb, Primer, 49-69. Felton, An- 
cient and Modern Greece, I, Lectures ix, x. 
c. Philosophy. Bury, 319-321 ; 316-318 (Pythagoras). 

Morey, Greece, 161 -164. 
^. Deepening religious sense. Botsford, Greece, 97-101. 
Bury, 31 1-3 1 6. Gardner, New Chapters in Greek History, 
Ch. xiii (" Eleusis and the Mysteries"). 
Sources: Historical Sources in Schools, §§ii, 12, 13. 
Jennings and Johnston, Half-hours with the Greek and 
Latin Authors, 284-287 (Hesiod) ; 138-140 (Tyrtaeus) ; 
302-307, 493-495 (Pindar). 

18. Bonds of Union. 
General References : 

Morey, Greece, 149-153. Curtius, H, Bk. II, Ch. iv ("The 
Unity of Greece"). Grote, II, 236-269. 

a. Common language and ancestry. 

b. Religion : temples, oracles, festivals. 

c. Amphictyonies and political leagues. Botsford, Greece, 

97-103. Holm, I, 224 and following. Abbott, Greece, 
n, 24-35. Curtius, I, 1 23-1 31. Grote, I, 100-10 1. 
For political condition of Hellas, 500 B.C., see Botsford, 
Greece, 105-106; Bury, 160-161. 

d. Delphi and its priesthood. Holm, I, 230-236, 249. Curtius, II, 

2^; 20-28. Grote, I, 48 following. Herodotus, Bk. II, 54-57. 

e. Greek Games. Bury, 139-144. Curtius, H, 27-35. Grote, 



Outline of Ancient History 8i 

IV, 67-73. Holm, I, 236-242. Gardner, New Chap- 
ters in Greek History, 273-302. Diehl, Excursions in 
Greece, Ch. vii. Gardner and Jevons, Greek Antiquities, 269- 
274; 313-322. 

Source : Fling, European History Studies, I, No. i, 
part 2 (selection from Pausanias). 
Additional Topics : 

A. Greek oracles. Gardner, New Chapters in Greek 
History, Ch. xiv. Diehl, Excursions in Greece, Ch. iii. 
Herodotus, Bk. H, 54. 

B. The Pantheon of Homeric and historic times. Gardner 
and Jevons, 108-162. 

IV. Foreign Wars of the Greeks : Independence. 560- 
479 B.C. 

19. Lydian and Persian Conquests in Asia Minor. 

Review section 7, d (2), e ; and section 6. 
General References : 

Swoboda, Greece, 36-38. West, 136-140. Holm, II, 
I-15. Grundy, Great Persian War, Chs. i-iii. 

a. Crcesus. Bury, 223-229. Harrison, 252-267. 

Source : Herodotus, Bk. I, 50-92, 26-28. 

b. Cyrus and Cambyses. Bury, 225-235. Harrison, 268-285. 

Source: Herodotus, Bk. I, 141-176. 

20. Scythian Expedition and Ionic Revolt. 
General References : 

Swoboda, 38-40. Morey, Greece, 169 ; 174-176. 
Curtius, II, 180-204. 

a. Darius ; the northern frontier ; the Hellenic tyrants. 

Bury, Greece, 238-241. Harrison, 285-289. Cox, 
General History of Greece, Bk. II, Chs. i, ii. Grote, 
IV, 264-273 (Ch. xxxii). 

Source: Herodotus, Bk. IV, 48-66 (Scythians). 

b. Sardis, Lade, Miletus; results. Bury, 241-247. Harri- 

son, 289-296. Abbott, II, 49-57, 66-68. Cox, Greeks 
and Persians, 99-112 

Source: Herodotus, Bk. VI, 6-18 (Lade). 
Sources: Herodotus, Bk. Ill, 36-39 (Cambyses and 



82 Ancient History 



Darius) ; 120-128 (Polycrates) ; 90-96 (tribute) ; 129- 
138 (Democides) ; 139-149 (Samos) ; IV, 1-144 (Scy- 
thian expedition) ; V, 23-VI, 42, especially 31-37 and 
49-55 (Ionic revolt) ; V, 1-22 (the Persians in Europe). 
Bury warns the reader to remember that Herodotus 
reflects Periclean Athens. 
Map Work: 

The chief Ionian cities. 
21. The Persian Invasion, 492-479 B.C. 
General References : 

West, 140-153; Botsford, Ancient History, 118-134; 
Wolfson, Essentials of Ancient History, 114-129, all 
supplement one another admirably. Abbott, Pericles, 
17-38. Botsford, Greece, 120-136. (N.B. — There is 
still danger of spending too much titne on wars, bid the 
following longer accojints are cited for reference: Holm, 
II, Chs. ii-v. Abbott, Greece, II, Chs. i-v. Oman, 
Chs. xvii-xx. Bury, Greece, Chs. vi, vii. Grundy, Great 
Persian War. Cox, The Greeks and the Persians.) 

a. Causes ; resources of Greeks and Persians ; expeditions 

sent by Darius (Marathon, 490 B.C.). Holm, II, 16- 
24. Harrison, 297-309. Cox, Greek Statesmen, 100- 
115; Greeks and Persians, 118-135. Abbott, Greece, 
II, 81-89, 91-97. 

Source: Herodotus, Bk. VI, 102-117 (Marathon). 

b. The ten years' respite, 490-480 B.C. : Themistocles and 

Aristides. Cox, Greeks and Persians, 1 21-123 ; Greek 
Statesmen, II 6-1 18, 129-130. Holm, II, 31-35. Grote, 
IV, 336-338; V. 50-56. Harrison, 310-321. 

Source: Herodotus, Bk. VII, 61-70 (Xerxes' prepa- 
rations) . 
C. The third expedition : Xerxes (Thermopylae and Sala- 
mis, 480 B.C. ; Plataea and Mycale, 479 B.C.) ; results. 
Harrison, 335-380, a detailed, but very lively account. 
Curtius, II, Bk. Ill, Ch. i ("The Wars of Liberation ") . 
Sources : Herodotus, Bk. VII, 207-213, 223-226 (Ther- 
mopylae and Artemisium) ; Bk. VIII, 56-64, 78, 79, 87-91 



Outline of Ancient History 83 

(Salamis), 140-144 (Platsea and Mycale). Plutarch, Lives 
of Aristides and Themistocles. 
Additiojial Topics : * 

A. The Alcmasonidse. Curtius, see Index. 

B. Monuments of victory erected by the Greeks. Duruy, 
Greece, II, Part II, 414, 416-419, Ch. xvi ; 477, 494, Ch. xvii. 

C. The battle of Salamis, from "The Persians" of ^schylus 
(verses 353-514), with comparison of the account in Herodotus 
(Bk. VIII, 79 ff.), "The Persians of Timotheus," Independent, 
Vol. 55, 825-828, and 867-868 (April 9, 1903). " Timotheos and 
the Persians" (J. Irving Manatt), Atlantic, Vol. 93, 234-241 (Feb., 
1904) is very interesting. 

Imaginative Literature : Browning, Phidippides. (Note, 
however, that this reflects more enmity between Sparta 
and Athens than existed at this time.) 

22. " The Punic Invasion," 485-480 b.c. : the Carthaginians 

IN Sicily. 
General References : 

Botsford, Greece, 136-139. Swoboda, 46-48. Bury, 
296-308. Abbott, Greece, 11,439-446. Holm, II, 78-89. 
Grote, V, 213-232. Freeman, Story of Sicily, Chs. v, vi. 
a. " Western Greece " : chief centres and previous history. 

Botsford, Greece, 136-137. 
d. Carthage : understanding with Persia. Botsford, Greece, 

137-139. Freeman, Story of Sicily, Ch. v. 
c. Gelon : Himera and results. Cox, Greek Statesmen, 
212-220. 

Source: Herodotus, Bk. VII, 163-167. 
V. The Preeminence of Athens, 479-431 B.C. 

23. The Delian League and the Athenian Empire, 477- 

461 B.C. 
General References : 

Swoboda, 49-56. Grant, Pericles, 101-115. Grote, 

V, 251-264. Holm, 11,90-137. Cox, Athenian Empire, 1-31. 

Bury, Ch. viii. 

a. Themistocles and the fortification of Athens. Cox, 

Greek Statesmen, 189-194; Athenian Empire, 15-24. 

Abbott, Greece, II, 267-273, 287-292. Harrison, 

362-387 (for b also) . 



84 Ancient History- 



source: Thucydides, Bk. I, 135-139. 

b. Aristides and the lead.ership of the Asiatic Greeks. Cox, 

Greek Statesmen, 122-127. Abbott, Age of Pericles, 

36-45- 

Source : Aristotle, Athenian Constitution, 24. 

For Pausanias: Abbott, Greece, II, 251-263. Holm, II, 

90-102. 

Source: Thucydides, Bk. I, 126-134. 

c. Cimon and naval victories : the league becomes an empire. 

Morey, Greece, 207-209. Botsford, Greece, Ch. viii. 
For treatment of subject cities : Abbott, Greece, II, 
344-346; Holm, II, 211-222. 

d. Political parties at Athens ; attitude toward Sparta. 

Harrison, 388-394. Botsford, Greece, 15 i-i 61. Oman, 

Greece, 245-258. Holm, II, 140-146, 149-159. 

Source : Thucydides, Bk. I, 89-118, the " Pentekontaetia." 

Additional Topics : 

A. For debate : the ethics of the Athenian policy. 

B. The government of Athens during this period. Gilbert, 
Constitutional Antiquities, 153-155. Greenidge, Handbook of 
Greek Constitutional History, 189-204. Freeman, Historical 
Essays, 2d Series, 143-146. Grote, V, Ch. xlv, 290-352. 

Map Work: 

The Athenian Empire at its greatest extent, about 456 B.C. For 
list of tributary states, see Morey, Greece, 216. 

24. The Periclean Age and the Athenian Democracy, 

461-431 B.C. 

General References : 

Swoboda, 59-63. West, 165-174. Bury, Ch. ix. 
Freeman, Historical Essays, 2d Series, 146-154. Ranke, Universal 
History, I, 209-227. 

a. Foreign policy : Egypt, Persia, Cyprus. Botsford, Greece, 

169-171. Holm, II, Ch. xvii. 

b. Government : magistrates and assemblies. Botsford, 

Greece, 172-179. Morey, Greece, 217-223. Holm, II, 
196-206. Abbott, Pericles, 258-270, 271-281. Grote, 
V, 362-371, Ch. xlvi; 401-407, Ch. xlvi. Curtius, II, 481-500. 
Source : Aristotle, Constitution, 28 and following. 



Outline of Ancient History 85 

c. Education: the aim and the means. Mahaffy, Old Greek 

Life (Primer), 52-57. Felton, Ancient and Modern 
Greece, II, Lecture viii, 423-433, most valuable. Grant, 
Pericles, 296-311. 

d. Social life. Morey, Greece, 251-261. Myers, Greece, 

542-553. Mahaffy, Primer, 62-80. Felton, II, 356-398. 
Grant, Pericles, 209-238. Abbott, Pericles, 341-367. See 
index of Gulick, Life of the Ancient Greeks, and of 
Bliimner, Home Life of the Ancient Greeks. 

e. Pericles the man : his character and influence. Harrison, 

394-400, 404-405. See also Cox, Greek Statesmen; 
Abbott, Pericles ; Grant, Pericles. 

Source : Thucydides, Bk. II, 34-46, the Funeral 
Oration. (Partially and conveniently quoted in Shel- 
don, General History, 105-107.) Plutarch, Pericles. 
Topic for Debate : 

The failure of Athens to maintain Hellenic unity. Holm, H, 
236-242, and the books already referred to. (This may be treated 
under section 26.) 

Imaginative Literature : Landor, Imaginary Conversa- 
tions, "Pericles and Aspasia." Bulwer-Lytton, Pausanias 
the Spartan (incomplete). Browning, Balaustion's Ad- 
venture, and Aristophanes' Apology. 
25. Intellectual Life; The Athenian Genius. 
General References : 

Harrison, 405-410. West, 174-192. Wolfson, 145-161. 
Botsford, Greece, 157-162, 185-186. Mahaffy, Survey of 
Greek Civilization, Ch. v. Cuftius, H, 592-641, Athens the 
centre of intellectual life. 

a. Art : beautification of the city ; sculpture. Botsford, 
Greece, see above, and 179-185. Holm, II, Ch. xx. 
Abbott, Pericles, Ch. xvii. Tarbell, Chs. iii, viii. Gardner, 
Handbook of Greek Sculpture, Ch. iii. Gardner, Ancient 
Athens. 

d. Literature : drama and history. Abbott, Pericles, 289- 
303. Morey, Greece, 242-247, 249-251. Murray, His- 
tory of Ancient Greek Literature, 203-215, 232-250. Jebb, 
Primer, 69-109. 



86 Ancient History 

c. Philosophy. Botsford, Greece, 186-187. Morey, Greece, 

248-249. Felton, 456-459. 

Sources : Convenient and well-chosen extracts in Jennings 
and Johnston, Half-hours with Greek and Latin Authors: 49- 
53, 470-478 (^schylus) ; 88-95, 267-273 (Sophocles) ; 415-423 
(Euripides) ; 67-72 (Aristophanes). The last two authors would 
better be read under the period of the New Learning, section 28, c. 
Map Work: 

Athens, with her fortifications, and principal buildings. (See 
Botsford, Greece, 179; Myers, Greece, 247; Pennell, Greece, 72; 
West, 175, 177; Morey, Greece, 228-232; for convenient maps). 

VI. Wars between the Greek States : a Century of Strife, 
461-362 B.C. ; the Macedonian Invasion. 

26. The Athenian Attempt at Land Empire, 461-445 B.C. 

a. Pericles' policy and alliances. 

b. Wars with Peloponnesians and Boeotians. 

c. Thirty Years' Truce. 
References : 

Swoboda, 53-58. Harrison, 400-404. Botsford, Greece, 
164-172. Abbott, Greece, II, 328-334; 340-344. Cox, 
Athenian Empire, 31-41- Grant, Pericles, 1 20-131. 
Grote, V, 326-333 ; 346-352. Oman, 256-267 ; 274-279. 

Source: Thucydides, Bk. I, 101-118. 
Map Work: 

The Athenian Empire and the States allied with Athens 
and with Sparta, 431 B.C. 

27. The Peloponnesian War, 431-404 b.c. 
General References : 

Morey, Greece, 263-276. Cox, Athenian Empire, 52-231. 

a. Causes ; resources of each side. Swoboda, 66-68. Har- 

rison, 411-420. Holm, II, 306-324. 

Source: Thucydides, Bk. I, 19; II, 9, 13, 62. 

b. Periods. 

(i) Indecisive, 431-421 B.C.: Cleon and Brasidas. 
Swoboda, 69-75. Harrison, 421-429. Cox, Greek 
Statesmen, 142-146 ; 152-154. Bury, Greece, Ch. x. 

(2) Sicilian Expedition (with interval preceding), 
421-413 B.C. : Nicias and Alcibiades. Swoboda, 75- 



Outline of Ancient History 87 

80. Harrison, 444-458. Myers, Greece, 336-371. 

Grote, VII, 147-162. Bury, 466-484. 

(3) Persian activity, 413-404 B.C. : Alcibiades and 

Lysander. Swoboda, 80-85. Botsford, Greece, 228- 

238. Harrison, 459-469. Curtius, III, Ch. v ("The 

Decelean War"). 
c. Results; political condition of Hellas. Sankey, Spartan 

and Theban Supremacies, i-io. Curtius, III, 570-586. 

Cox, Athenian Empire, 226-231. Holm, H, 526-534 

(Ch. xxx). 

Sources : Historical Sources in Schools, pp. 39-42. 
Thucydides' account of the Sicilian Expedition may be 
treated under three heads in special reports by three 
divisions of the class: (i) Preparations, (2) Operations 
about Syracuse, (3) The End and its Results. 

Map Work: 

The Syracusan campaign. 

28. The New Learning. 
General Refer ejices : 

Morey, Greece, 287-288, 290-291, 293-295. Botsford, 
Greece, 21^-22^. 
a. Philosophy: The sophists and rhetoricians. Holm, II, 423-435, 
452-456; III, 27-30. 

b. Socrates. Jebb, Primer, 124-128. Murray, History of 

Ancient Greek Literature, 170-177. Curtius, IV, 148- 

164. 

Sources : Plato, Apology and Crito, conveniently in 
Church, Trial and Death of Socrates. Xenophon's 
Memorabilia. 

c. The Drama (Euripides and Aristophanes). Jebb, 

Primer, 96-101. Holm, II, 447-452. Murray, 280- 
292. Curtius, IV, 98-106. (See also, section 25, Sources.) 

d. History : contrast and comparison between Thucydides 

and Herodotus (see section 25, b^ and section 32, ^). 
Jebb, Primer, 101-109. Holm, II, 435-441. Murray, 
184-202. 



88 Ancient History 



Additional Topic : 

Alcibiades as an illustration of his times. Harrison, 430-443. 
See Index in Curtius ; in Sankey, The Spartan and Theban 
Supremacies ; in Cox, Athenian Empire ; in Grote. 
Source : Plutarch, Alcibiades. 

29. The Hegemony of Sparta, 404-371 b.c. 

General References : 

Swoboda, 88-104. Harrison, 469-481. Mahaffy, 
Survey, 165—188. Bury, 514-574, Sankey, Spartan and 
Theban Supremacies, Chs. i-xi. 

a. Policy of Sparta : Lysander. Botsford, Greece, 250- 

261. Sankey, 3, 4, 27-29, 79-80, 83, 91-95, 113-114- 
Source : Plutarch, Lysander. 

b. Wars: Agesilaus. 

(i) Persian: Anabasis; Antalcidas. 

(2) Domestic : Peloponnesus, Chalcidice, New 
Athenian League, Leuctra. Botsford, Greece, 261- 
274. Sankey, 146-156 (Chalcidic League). West, 
202-209. Holm, HI, 1-14, 63-70, 74-81, 84-91. Oman, 417- 
436, 450-468 (for details). 
Source : for Agesilaus, Plutarch and Xenophon. 

c. Estimate of Spartan power, and reasons for her failure to 

secure Hellenic unity. Wolfson, 192-193. Sankey, 

7-10. For comparison with Athens, Cox, Athenian 

Empire, 229-231. 

Sources : Xenophon, Hellenica, Bks. III-VII ; Anabasis 
(see Historical Sources in Schools, pp. 42-44), con- 
veniently in Jennings and Johnston, 42-48 (Cunaxa) ; 
333—339 (Retreat). Lysias (Gillies's translation), especially 
Eratosthenes. Isocrates (Freese's translation) , Panegyricus. 
Additional Topics : 

A. Contrast and comparison between the first and second 
Leagues of Athens. Holm, HI, 84-91. Greenidge, 189-204. 
Gilbert, Constitutional Antiquities, 416-444 and following. 

B. Contrast and comparison between the rule of the Four 
Hundred and the rule of the Thirty. Curtius, HI, 466-476, 485- 
486 ; IV, 20-30, 39, 57-61. Aristotle, Constitution, Chs. 35 ff. 



Outline of Ancient History 89 

30. The Attempted Hegemony of Thebes, 371-362 b.c. 
General References : 

Swoboda, 104-110. Harrison, 481-485. Botsford, 
Greece, 273-284. Bury, Greece, 591-626. Sankey, 162-217 
(for Pelopidas, 163-168). 

a. Leuctra. Sankey, 174-175, 183-192. Holm, HI, 92-103. 

Curtius, IV, 410-420. Oman, 466-468. 

b. Policy of Epaminondas : Peloponnesus, Persia, Athens. 

Sankey, 167-170, 192-195. Holm, III, 105-115. 

c. Mantinea and the end of Theban leadership. Curtius, 

1^,503-510. Holm, III, 1 18-129. Sankey, 216-224. 
Grote, X, 340-351. 

Sources: Plutarch, Pelopidas. Nepos, Epaminon- 
das. 

31. The Western Greeks, 410-300 b.c. (approximately). 
General References : 

Botsford, Greece, 239-249. Morey, Greece, 284-286. 
Swoboda, 126-129. Myers, Greece, 424-428. Allcroft 
and Masom, Greece, IV, Ch. vi ("Sicilian Affairs "). 

a. Outline of the Sicilian history in review (see section 22). 

Botsford, Ancient History, 67-69, 105, 132-133, 170- 
178,191-198. Botsford, Greece, see Index. Bury, 304- 
311, 629-673. 

b. Dionysius I. Swoboda, 123-126. Botsford, Greece, 

239-245- Oman, Greece, 437-446. Bury, Greece, 663- 
666 (estimate of Dionysius). Holm, III, 130-142. 

c. Timoleon, the Liberator. Holm, III, 401-404. Bury, 

673-680. 

Longer Accounts : Freeman, Story of Sicily ; and His- 
tory of Sicily. 

Source : Plutarch, Timoleon. 

32. Literature and Art, 400-350 b.c. (See note at end of 
section.) 
General References : 

Botsford, Greece, 284-295. Holm, III, Ch. xii. Ma- 
haffy, Survey, Chs. vi-vii. Allcroft and Masom, V, Ch. xi. 



90 Ancient History 

a. " From poetry to prose."" 

(i) History. (Compare Xenophon with Herodotus 

and Thucydides, see section 28, d.) Jebb, Primer, 

109-II4. Murray, 314-324. Curtius, V, 156-165, II, 

549-554- 

For Sources, see section 29. 

(2) Oratory : Lysias and Isocrates. Jebb, Primer, 
1 15-120. Curtius, V, 180-188. Murray, 346-352. 

(3) Philosophy: Plato. Jebb, Primer, 124-129. 
Curtius, V, 161-168. Murray, 294-303, 311-315. 

d. Art. Curtius, V, 200-214. Tarbell, Greek Art, Ch. ix. 
Gardner, Greek Sculpture, Ch. iv. 

Note. — Section 32 may be treated after 33, and may then include Demos- 
thenes and Aristotle, as well as Lysippus. References : Jebb, 120-123, ^29-135. 
Curtius, V, 467-480, 492-495. Botsford, Greece, 303-305. Holm, 111,421-434 
(especially good) ; 439-445. 

33. The Rise of Macedon, 359-336 b.c. 
General References : 

Wheeler, Alexander, 14-18, 64-80 (the best account). 
Swoboda, 1 10-123. Harrison, 486-500. Mahaffy. Prob- 
lems, Ch. vii. Curteis, Rise of Macedonian Empire, Chs. i-vii. 
Hogarth, Philip and Alexander of Macedon. 

a. Hellenes and Macedonians. Harrison, 486-488. Bots- 

ford, Greece, 334-336, 297-299. Holm, HI, 200-206. 
Oman, 486-491. Curtius, V, 7-9, 15-21, 22-32, 46-52. 

b. Philip : training, character, aggressions. Botsford, 

Greece, 299-307. Oman, 491-507 ; especially char- 
acter of Philip, 492-494. Holm, III, 263-274. 
C. The Athens of Demosthenes. Curtius, V, 123-133. Holm, III, 
176-191, 208-214, Jebb, "Demosthenes," in Encyclopaedia 
Britannica. 

Sources : Philippic quoted in Sheldon, General History, 
116. Plutarch, Demosthenes. Fling, European History 
Studies, I, No. 2 (from Aristotle). 
d. "The end of Greek freedom," 338-336 B.C. Holm, HI, 
281-286. Oman, Greece, 508-520. 
(i) Chaeroneia, 338 B.C. 



Outline of Ancient History 91 

(2) Relations established by Congress of Corinth 
(with comparison of Congress of Corinth, 481 B.C.). Oman, 
517-518, 189-191. 

(3) History of the idea of Hellenic conquest of 
Persia, Cimon to Philip. Botsford, Greece, 165, 168, 
262. 

Sources: Historical Sources in Schools, p. 45. Jen- 
nings and Johnston, 131-137 (The Crown); 399-407 
(The Second Olynthiac). 
Additional Topic : 

The development of military formation among the 
Greeks. Botsford, Greece, 122, 264-265, 273-274, 305- 
306. Oman, 494. Curtius, V, 49-50. 

VII. The Empire of Alexander; "The Mingling of the East 
and West." 336-146 B.C. 

34. The Career of Alexander, 336-323 b.c. 

a. Early life. Mahafify, Alexander's Einpire, 4-1 1. Holm, 

Greece, HI, 291-297. Grote, Greece, XH, 2-10. 
Wheeler, Alexander. 

b. The Conquest of Asia Minor and Egypt, 334-332 B.C. 

Mahafify, Alexanders Empire, 12-28. Holm, Greece, 
HI, 321-336. Curteis, Macedonian Supremacy, 93-106. 
Bury, Greece, 750-774. Wheeler, Alexander. 

c. The conquest of Persia and the Farther East. Holm, HI, 

347~354' Curteis, Macedonian Supremacy, 160-190. Wheeler, 
Alexander. 

d. The character of Alexander; estimate of his work. 

Holm, Greece, 374-391. Grote, Greece, XH, 261-274. 

Wheeler, Alexander, 473-501. Mahafify, Greek Life 

and Thought (i) 1-17; (2) 17-38.1 

Sources: (l) Alexander. Plutarch, Alexander. FHng, 
Studies in European History, 47-62. (2) The Siege of Tyre. 
Arrian, Anabasis of Alexander, Bk. H, 19-25. (3) The 
conquest of Egypt. Ibid., HI, 1-4. (4) The murder of 
Clitus. Ibid., IV, 8-9. (5) The mutiny of the army. 

1 Remark. — Where the reference is too long for a single topic it has been 

divided, thus making two topics from the same book. 



92 Ancient History 



Ibid.., V, 25-28. (6) The plans of Alexander. Ibid.., 
VII, 1-12. (7) Death and character of Alexander. 
Ibid.., VII, 25-29. 

Additional Topics: 

A. The military system of Alexander. Grote, Greece, 
XII, 49-66. Dodge, Alexander, 134-171. 

B. Special battles. See Dodge, Alexander. 

C. The Persian Empire. Wheeler, Alexander, 180-208. 

D. An estimate of Alexander. Freeman, Historical 
Essays, 2d Series, 193-227. 

Map Work: 

On an outline map trace the route of Alexander's march, 
marking his battles and the most important cities founded 
by him. 

35. The Hellenistic Period, 323-146 b.c. 

a. The disintegration of Alexander's Empire : the wars 

of the Diadochi, 323-280 B.C. Swoboda, 139-149. 
Mahaffy, Alexander's Empire, 43-52. Holm, IV, 
67-76, 80-83. 

The Invasion of the Gauls. Mahaffy, Alexander's Empire, 
76-84. Holm, IV, 90-99. 

b. The Hellenistic kingdoms. (See also section 46, a, of this 

outline, especially Mommsen, II, 395-413.) 

(i) Egypt and the Ptolemies. Mahaffy, Greek Life 
and Thought, (i) 161-169; (2) 190-208. Holm, IV, 
185-189, 288-293. Mahaffy, Alexander's Empire, 120-135. 

(2) Syria and the Seleucidae. Mahaffy, Greek Life 
and Thought, 209-212. Mahaffy, Alexander's Empire, 
135-141. Holm, IV, 281-284, 286-288. 

(3) Rhodes and Pergamon. Holm, IV, 276-277, 279-281. 
Mahaffy, Alexander's Empire, 187-198, 234-236. Mahaffy, 
Greek Life and Thought, 309-320. 

c. Hellenism : society, literature, and art. West, 230-236. Holm, 

IV, 303-316. Mahaffy, Greek Life and Thought, 290-309. 
Mahaffy, Alexander's Empire, 142-162. Gardner, New Chap- 
ters in Greek History, 440-459. Jebb, Greek Literature, 137- 
147. 



Outline of Ancient History 93 

36. Greece, to Roman Intervention; Attempts at Federal 

Government. 280-200 b.c. 

a. The Achaean League (Aratus). West, 238-242. Holm 

IV, 219-222. Freeman, Federal Government, 219-231. Ma- 
haffy, Alexander's Empire, 163-183. 

b. Its conflict with Sparta (Cleomenes) leads first to Mace- 

donian, then to Roman, intervention. Mahaffy, Alex- 
ander's Empire, 207-217, 240-243. Holm, IV. 222-240. 
Sources: Plutarch, Aratus. Plutarch, Cleomenes. The 

Rise of the Achaean League. Polybius, Bk. II, 37-70. 

Fling, Studies in European History, I, 63-75. 

VIII. Early Rome ; and the Roman Republic to its Supremacy 
in Italy. 753 (?)-264 B.C. 

37. The Land and the People. 

a. The land : the peninsula of Italy and its relations to the 

Mediterranean basin; climate and products of Italy. 
Allen, History of the Roman People, 1-4. How and 
Leigh, History, I -I I. Botsford, Rome, 13-16. Shuck- 
burgh, Rome, 5-9. Duruy, Rome, I, i-xxii. 

b. The people: remnants of early peoples; the Italian 

stocks ; the invading nations (Etruscans, Gauls, Greeks, 
and Phoenicians). Allen, 4-9. How and Leigh, 1 1-20. 
Botsford, Rome, 1-13. 
Map Work: 

On outline maps mark: (i) mountain system; 
(2) rivers ; (3) the political divisions. 

Sources: Italy and her people. Botsford, Story of 
Rome, 14-29. Munro, Source Book of Roman History, 
Nos. I, 2. The Gauls. Polybius, Bk. II, 14-18. 
Additional Topics : 

A. The Etruscans. Mommsen,i History, I, 150-161. 
Duruy, I, Iviii-xc. 

B. The Greek colonies in Italy. Holm, History of 
Greece, I, 282-284, 288-292. Bury, History of Greece, 93-106. 
Mommsen, I, 162-180. 

C. The Gauls. Mommsen, I, 419-424. 

1 References to Mommsen are to the five-volume edition. 



94 Ancient History 

38. Early Rome : Sources of Our Knowledge. 

a. |The legends and their value. How and Leigh, 20-37. 
>:.4^\ Shuckburgh, 54-60. West, Ancient History, 256-258. 

Pelham, Outlines of Roman History, (i) 1-13; 
(2) 30-40. Ihne, Early Rome, 66-84. Seignobos, His- 
tory of the Roman People, 15-21. For teachers, Platner, 
"Credibility of Early Roman History," American Historical 
Review, January, 1902. 

b. Buildings and other remains. Lanciani, Ruins and 

Excavations: (i) the walls, 59-66, 126-130; (2) the 
Cloaca, 29-31. 

Sources : Uncertainty of early history. Munro, Source 
Book, No. 3. The Legends of the Kings. Livy, Bk. I, 
Chs. I, 4, 6, 21, 39, 44, 46. Botsford, Story : (i) Romu- 
lus, 31-39; (2) Servius Tullius, 51-55; (3) Tarquinius 
Superbus, 55-57. 

Imaginative Literature : Macaulay, Lays of Ancient 
Rome. 

39. Regal Rome : Organization. 

a. The government : king, senate, assemblies. How and 

Leigh, 42-47. Pelham, 22-29. Ihne, 104-111. Abbott, 
Roman Political Institutions, 12-21. Tighe, Develop- 
ment of the Roman Constitution, 44-59. Taylor, A 
Constitutional and Political History of Rome, 7-36. Greenidge, 
Roman Public Life, 42-65. 

b. The people : patricians, plebeians. How and Leigh, 

40-42. Ihne, 112-116. Tighe, 28-34. 

c. Religion. Allen, 22-28. Ihne, 96-104. Tighe, 35-43- 

Duruy, I, 77-88. Mommsen, I, 206-231. An excellent 
account in Seignobos, 36-45. 

Sources: Religion. Munro, Nos. 7, 11, 12, 16. The 

Government, Munro, Nos. 41, 42. 

Additio7ial Topic : 

The Roman Family. Fustel de Coulanges, Ancient City, iii- 
131. Morey, Roman Law, 5-8. Greenidge, 9-33. 



• Outline of Ancient History 95 

40. The Early Republic : the Struggle between the 

Classes; Triumph of the Plebeians. 509(?)-286 b.c. 
General References : 

Koch, Roman History, 40-57. Pelham, 45-67. 

a. The establishment of the Republic. How and Leigh, 

47-52. Tighe, 59-67. Ihne, 117-139. Abbott, 175-184. 
Taylor, 41-57. Greenidge, 78-102. 

b. The economic and social condition of the plebeians, 

leading to the establishment of the tribunate. How 
and Leigh, 52-58. Abbott, 196-202. Ihne, 140-150. 
Tighe, 85-95. Shuckburgh, 90-98. Mommsen, I, 

341-357- 

c. The laws of the twelve tables. Shuckburgh, 102-108. 

How and Leigh, 65-71. Tighe, 95-100. Ihne, 165-175. 
Mommsen, I, 361-368. Taylor, 74-85. Greenidge, 102-109. 
Morey, Roman Law, 25-43. 

d. The admission of the plebeians to the magistracies 

(Licinian Laws). How and Leigh, 72-77, 92-94. 
Shuckburgh, 167-169. Greenidge, 1 18-123. Taylor, 
91-100, 110-117. 

e. The admission of the plebeians to the assemblies (Hor- 

tensian Law). How and Leigh, 94-97. Shuckburgh, 
1 71-174. Taylor, 132-144. Greenidge, 123-131. 
/. An outline of the Roman constitution in 286 B.C. : 
magistrates, senate, assemblies, functions of each. 
(Use text-book and dictionaries of antiquities.) 
Sources : The secession of the plebeians. Livy, Bk. 

II, 32-33. The Decemvirate. Livy, Bk. Ill, 33-59. 

Botsford, Story, 90-94. Munro, Source Book, No. 46. 

41. The Early Republic : the Establishment of Rome's 

Supremacy in Latium. 509(?)-338 b.c. 

a. Wars with neighboring nations, Volscians, -^quians, and 

Etruscans. Shuckburgh, 61-68, 114-134. Ihne, I90-213. 
How and Leigh, 58-65, 97-105. Duruy, I, 190-198. 

b. The invasion of the Gauls and the sack of Rome. How 

and Leigh, 84-90. Duruy, I, 254-262. 

c. Rome and the Latins. How and Leigh. 97-105. Momm- 



96 Ancient History 



sen, I, 124-134. Ihne, Early Rome, 151-155. Pelham, 

75-79- 

Sources: The invasion of the Gauls. Munro, No. 61. 

Botsford, Story, 69-72. Livy, Bk. V, 34-39. Polybius, Bk. II, 
18-23. Plutarch, Camillus. 
Imaginative Literature : Shakespeare, Coriolanus. 

42. The Conquest and Organization of Italy, 338-264 B.C. 

a. The Samnite Wars, 343-264 B.C. Pelham, 80-92. How 

and Leigh, 97-120. Shuckburgh, 134-162. Mommsen, I, 
465-481. 

b. The war with the Greeks (Pyrrhus), 280-272 B.C. Pel- 

ham, 92-96. Wolfson, 261-265. How and Leigh, 120-131. 
Shuckburgh, 183-202. Holm, IV, 174-182. Mommsen, 
II, 1-38. Duruy, I, 368-385. 

c. The organization of Italy : colonies ; roads. Abbott, 

57-61. Pelham, 96-107. Taylor, 145-163. Mommsen, 
II, 46-61. Duruy, I, 393-409. For a list of Roman 
colonies, see Myers, Rome : Its Rise and Fall, 138. 

d. The military system. How and Leigh, 135-143. Momm- 

sen, II, 72-76. Seignobos, 74-86. 

Sources: The Samnite Wars (Caudine Pass). Munro, 
No. 62. Livy, Bk. IX, 1-12. The Third Samnite War. 
Livy, Bk. X, 11-46. (Sentinum, Livy, Bk. X, 27-30.) 
The war with Pyrrhus. Botsford, Story, 77-83. The 
Roman Army, Polybius, Bk. VI, 19-42. 

Map Work: 

On outline map mark : (i) the following colonies : Ostia, 
Norba, Placentia, Cremona, Ariminum, Luceria, Venusia, Bene- 
ventum, Passtum, Parma. 

(2) The Roman roads before 133 B.C. 

Additional Topics : 

A. The colonial system. Smith, Dictionary of Greek and 
Roman Antiquities, under ColonicB. 

B. Roman road making. Smith, Dictionary of Greek 
and Roman Antiquities, under Via. 



Outline of Ancient History 97 

IX. Rome becomes Supreme iii the Mediterranean Basin, 
264-133 B.C. 

43. The Struggle with Carthage for Sicily: the First 

Punic War, 264-241 B.C. 

a. Carthage. How and Leigh, 143-149. Smith, Rome and 

Carthage, 1-22. Shuckburgh, 219-232. Mommsen, II, 
131-160. Duruy, I, 435-460. 

b. The war. Pelham, 116-122. How and Leigh, 149-162. 

Smith, Rome and Carthage, (i) 51-71 ; (2) 71-96. 

c. Sicily, the first Roman province. Mommsen, II, 204. 

Sources : The First Punic War. Botsford, Story, 104- 
112. The building of a fleet. Munro, No. 65. Victory 
of Duilius. Polybius, Bk. I, 10-12. Defeat at Drepana. 
Polybius, Bk. I, 49-52. The treaty at the end of the 
First Punic War. Munro, p. 82. 

Imaginative Literature: A. J. Church, The Story of 
Carthage. 

44. "The Extension of Italy to its Natural Bounda- 

ries;" Wars in Africa and Spain. 241-218 b.c. 

a. Wars of Rome in the North (Gallic and Illyrian), 229- 

222 B.C. How and Leigh, 164-168. Pelham, 122- 
125. Shuckburgh, 268-282. Mommsen, II, 203-231. 

b. Sardinia and Corsica. How and Leigh, 162-164. 

c. Wars of the Carthaginians in Africa and Spain (Hamil- 

car). How and Leigh, 169-174. Shuckburgh, 268- 

272. Smith, Rome and Carthage, 92-109. Mommsen, 

11,231-243. Duruy, I, 521-529. 

Sources : Acquisition of Sardinia. Polybius, Bk.1, 79-88. The 
Flaminian Law. Polybius, Bk, II, 21. Siege of Saguntum. 
Livy, Bk. XXI, 14-15. 

45. The Struggle between Rome and Carthage for the 

Supremacy in the West: the Second and Third 
Punic Wars. 218-133 b.c. 
a. HannibaPs march into Italy. How and Leigh, 174-183. 
How, Hannibal, 39-47. Smith, Rome and Carthage, 
109-121. 



98 Ancient History 

b. The war in Italy. 

(i) Successes of Hannibal : three great battles won ; 
three great cities captured. (2) Final success of the 
Romans ; loyalty of the Latins. 

Pelham, 126-133. Koch, 37-40 ; 40-43. How and 
Leigh, 185-211. Smith, Rome and Carthage (see index). 

c. The war in Africa and in Spain. 

(i) The Scipios in Spain, 218-212 B.C. Smith, 
Rome and Carthage, 182-184. How and Leigh, 213- 
218. Mommsen, II, 320-332. 

(2) The battle of Zama, 202 B.C. How and Leigh, 
226-231. Smith, Rome and Carthage, 198-225. 

(3) The treaty. Smith, Rome and Carthage. How 
and Leigh, 231. 

d. The establishment of the supremacy of Rome in the 

Western Mediterranean, 201-133 B.C. 

(i) The Third Punic War, 149-146 B.C. How and 
Leigh, 245—253. Smith, Rome and Carthage, 229-262. 

(2) Subjugation of Spain, 133 B.C. How and Leigh, 
240-245. 

Sources: The passage of the Alps. Botsford, Story, 
115-119. Livy, Bk. Ill, 42-56. Munro, No. 68. The 
battle of Trasimenus. Botsford, Story, 1 19-122. Livy, 
Bk. XXII, 4-7. The battle of Cannze. Livy, Bk. XII, 
34, etc. The treaty at the end of the Second Punic War. 
Livy, Bk. XXX, 37. Marcellus at Syracuse. Polybius, 
Bk. I, 5-9, 37 ; VIII, 3-9. 
Additional Topic : 

The character of Hannibal. How, Life of Hannibal. 
Dodge, Hannibal, 613-642. 
Map Work : 

Trace the route of HannibaPs invasion. 
Imaginative Literature: G. A. Henty, The Young 
Carthaginian. 
46. Rome becomes Supreme in the Eastern Mediter- 
ranean, 216-133 B.C. 
General References : 

Pelham, 140-157. Koch, 45-50. 



Outline of Ancient History 99 

a. The Eastern states and their rulers. How and Leigh, 253-260. 

Shuckburgh, 408-422. Mommsen, H, 395-413. 

b. The acquisition of Greece. 

(i) The condition of Greece. Duruy, II, 8-22. 

(2) The First and Second Macedonian Wars 
(Cynoscephalae, 197 B.C.). How and Leigh, 261-265. 
Shuckburgh, 423-428, 438-450. Mommsen, II, 414-434. 

(3) The Third Macedonian War, 171-168 B.C. 
How and Leigh, 273-280. Shuckburgh, 503-511. 

(4) Macedonia a Roman province; destruction of 
Corinth, 146 B.C. How and Leigh, 282-287. Shuck- 
burgh, 521-527. Duruy, II, 133-138. 

c. The acquisition of Asia. 

(i) War with Antiochus, 192-189 B.C. How and 
Leigh, 265-273. Mommsen, II, 454-468. Shuckburgh, 
467-470, 476-491. 

{a) The settlement of the East. Shuckburgh, 
491-497. Mommsen, II, 468-484. 

(2) The kingdom of Pergamon, 133 b.c. Shuck- 
burgh, 600-602. Duruy, II, 160-162. 

X. The Ancient World under Roman Rule during the 
Change from the Republic to the Monarchy, 133- 
31 B.C. 

47. The Organization of Rome's Foreign- Conquests. 

a. The provinces to 133 B.C. enumerated: Sicily, Sardinia 

and Corsica, Hither Spain, Farther Spain, Illyricum, 
Macedonia and Achaia, Africa, Asia. Myers, Rome, 
313. Seignobos, 491. 

b. The client states enumerated : Numidia, Libya, Egypt. 

c. The provincial system. Abbott, 88-91. Pelham, 173- 

185. Mommsen, III, 29-35. Greenidge, 316-330. 
Duruy, II: (i) 169-201; (2) 610-624; Cs) 624-638. Arnold, 
Roman Provincial Administration, 

Sources: A provincial governor of the worst type. 
Munro, No. 183. Cicero, Orations against Verres. 
Map Work: 

Mark the boundaries of the Roman provinces in 133 B.C. 



LotC. 



I oo Ancient History 



48. The Effects of Conquests and the Provincial System 

UPON Society^ Politics, and Manners. 
General Refej'ences : 

Pelham, 158-198. For more detailed accounts, How 
and Leigh, Chs. xxviii-xxx. Mommsen, III, 3-129. 

a. Agrarian conditions. Beesly, The Gracchi, Marius and 

Sulla, 5-13. How and Leigh, 316-320. Mommsen, III, 
64-82. Duruy, \\, 291-316. 

b. The classes : optimates, populares, equites. Pelham, 170- 

172. Beesly, 14-19. Mommsen, III, 1-12. Taylor, 
212-236. 

c. The government : senate, magistrates, assemblies. How 

and Leigh, 293-302, 304-310. Mommsen, III, 12-18, 26- 
29, 35-42, 55-63. Tighe, 1 14-130. Fowler, City-State, 
118-239. 

d. The introduction of Hellenism ; art ; poetry. How and 

Leigh, 320-321. Pelham, 194-198. Wolfson, 333-344. 

Mommsen, III, 104-128. Duruy, II, 219-232, 232-240, 543-565. 
(i) The drama. Mackail, Roman Literature, 14-27. 

Fowler, History of Roman Literature, 17-32. Myers, 

Rome : Its Rise and Fall, 478-484. Johnston, Private 

Life of the Romans, sections 324-326. Mommsen, IV, 

224-242, 

Sources : Life of Cato. Botsford, Story, 150-158. 
Plutarch, Cato. Life of Scipio Africanus. Botsford, 141- 
144. Life of Scipio ^miliamis. Botsford, Story, 144-150. 
The classes. Botsford, Story, 127-132. Introduction 
of Foreign Luxuries. Munro, Nos. 73, 75, 76, jj. 
Additiotial Topic : 

The supremacy of the senate. Taylor, 212-234. Mommsen, 

II, 17-23, 35-45. 

49. The Revolutionary Attempts at Reform under the 

Gracchi, 133-121 b.c. 

a. Tiberius Gracchus : attempts at agrarian reform, 133 B.C. 
How and Leigh, 333-342. Beesly, 25-37. Pelham, 
206-210. Taylor, 240-247. Mommsen, III, 317-327. 

d. Gaius Gracchus : attempts at a revolution in the constitu- 



Outline of Ancient History loi 

tion, 123 B.C. How and Leigh, 343-357. Beesly, 42-65. 

Taylor, 247-260. Mommsen, III, 343-370. 

Sources: The position of the slaves. Munro, Nos. 
1 37-1 51. Lives of Tiberius and Gaius Gracchus. Plutarch. 
A condensed account in Botsford, Story, 160-167, 167- 
171 ; also in Munro, Nos. 81, 83. 

50. "The Rule of the Restoration," 121-88 b.c. 
General References : 

Koch, 64-66. Pelham, 213-225. 
• a. The war with Jugurtha, 111-105 B.C. Pelham, 214-217. 
Shuckburgh, 570-577. Duruy, II, 472-482. How and 
Leigh, 360-371. 
d. The invasion of the Cimbri and Teutones (Marius), 
113-101 B.C. Beesly, 81-95. Shuckburgh, 577-580. 
How and Leigh, 371-384. Duruy, II, 490-507. Mommsen, 
III, 423-451. 

c. Internal affairs. 

(i) The rule of the nobles. How and Leigh, 357- 
360. Shuckburgh, 580-584. Mommsen, III, 370-382. 

(2) Attempts at reform by Saturninus and Glaucia 
and by Drusus. Beesly, 101-112. Taylor, 270-278. 
How and Leigh, 387-391, 396-399. Mommsen, III, 464- 
476, 483-489. 

d. The Social War, 90-88 B.C. How and Leigh, 399-412. 

Beesly, 112-128. Shuckburgh, 589-592. Duruy, II, 536- 

549. 576-579- 

Sources : Life of Marius. Plutarch, Marius. Botsford, 

Story, 179-180. Munro, No. 85. War with Jugurtha. 

Sallust, Jugurtha. Fling, Studies in European History. 

Munro, No. 79. 

51. The Struggle between Marius and Sulla; Reestab- 

lishment of senatorial rule. 88-79 b.c. 
General Reference : 

Pelham, 225-231. 
a. The revolution of Marius and Sulpicius, 88 B.C. How 
and Leigh, 412-419. Beesly, 128-137. Duruy, II, 581- 
599- 



I02 Ancient History 



b. The rule of the Marian party (Cinna), 87-84 B.C. How 

and Leigh, 434-439. Shuck burgh, 596-599. Beesly, 
137-148. Mommsen, IV, 64-75. 

c. The struggle between the parties of Marius and Sulla : 

the first civil war, 84-82 B.C. Beesly, 172-186. How 
and Leigh, 439-445. Shuckburgh, 640-646. 

d. The rule of Sulla, and the Sullan constitution, 82-79 B.C. 

Beesly, 191-200. Abbott, 103-107. Taylor, 292-305. 
How and Leigh, 445-459. Shuckburgh, 646-654. Duruy, II, 
690-707. 

Sources: The life of Sulla. Botsford, Story, 181-187. 
Munro, Nos. 87, 88. Plutarch, Sulla. 
Additional Topic : 

The character of Sulla. Mommsen, IV, 139-151. Freeman, 
Essays, second series, 324-362. 

52. POMPEY AND C^SAR, 79-48 B.C. 

a. Affairs in the East. 

(i) The condition of the East (Mithridates). Pel- 
ham, 292-295. Mommsen, IV, 6-1 1 (Mithridates). 
Beesly, 149-159. How and Leigh, 419-429. Mommsen, IV, 
12-35. 

(2) The campaigns of Sulla, 86-84 B.C. Pelham, 
299-305. How and Leigh, 429-434. Beesly, 159-172. 
Mommsen, IV, 36-45, 50-55. 

(3) The campaigns of Lucullus, 74-66 B.C. Pelham, 306- 
316. How and Leigh, 471-477. Mommsen, IV, 330-350. 
Duruy, II, 804-820. 

(4) The campaigns of Pompey and his reorganiza- 
tion of the East, 66-63 ^-C Pelham, 318-329. Duruy, 
n, 834-838. How and Leigh, 478-484. Shuckburgh, 
682-691. Mommsen, IV: (i) 404-420; (2) 441-452. 

b. Affairs at Rome. 

(i) The conspiracy of Catiline, 66-63 B.C. Merivale, 
Roman Triumvirates, 43-58. Shuckburgh, 698-705. 
How and Leigh, 484-496. Fowler, Caesar, 79-86. 
Strachan-Davidson, Cicero. 

(2) The first Triumvirate, 60 B.C. How and Leigh, 
496-503. Merivale, 70-85. Shuckburgh, 690-698, 707-717. 



Outline of Ancient History 103 

c. Caesar in Gaul, 58-51 b.c. 

(i) The condition of Gaul. Pelham, 260-272. How 
and Leigh, 503-505. Mommsen, V, 7-30. Seignobos, 
232-234. Fowler, Caesar, 126-136. 

(2) Cesar's campaigns. How and Leigh, 505-515. 
Merivale, Roman Triumvirates, 86-89, 97-io4- Fowler, 
136-175- Pelham, 272-288. Seignobos, 234-243. Dodge, 
Caesar, for special operations. 

(3) Organization of conquests. Mommsen, V, 94- 
98,100-102. Pelham, 288-289. How and Leigh, 514- 
515- 

d. Civil war (Pharsalus, Zela, Thapsus, Munda), 49-48 B.C. 
How and Leigh, 526-539. Merivale, 130-155. 
Sources : Pompey. Munro, No. 89. Cicero. Munro, 
No. 90. The conspiracy of Catiline. Botsford, Story, 
194-198. Sallust, Catiline. Cicero, Orations. Csesar in Gaul. 
C^sar, Gallic War, Bk. I, Chs. 1-2. Botsford, Story, 
201-211. 
Map Work: 

Mark the boundaries of the new provinces. 
Additional Topics : 

A. Cicero as a public man. Mommsen, V, 504. 
Shuckburgh, Letters of Cicero, IV, xxxi-xxxv. 

B. Character of Pompey. Mommsen, IV, 271-27C 
Plutarch. ^ 

C. Caesar's army. Dodge. Judson, Cesar's Army. Editions 
of Caesar. 

Imaginative Literature: W. S. Davis, A Friend of 
Caesar. 

53. The Rule of C^sar, 48-44 b.c. 

General Reference : 

Pelham, 342-356. 

a. The condition of the Roman world. Mommsen, IV, 

315-324- Fowler, Casar, 349-354. 

b. The reforms of Caesar. Merivale, Roman Triumvirates, 

164-178. How and Leigh, 539-551. Fowler, 326-349. 
Froude, C^sar, 486-501. Mommsen, V : (i) 330-341 ,• 
(2) 341-360. 



I04 Ancient History 

c. Estimate of C^sar. Froude, 532-550. Mommsen, V, 

305-315. Fowler, 360-378. 

Imaginative Literature : Shakespeare, Julius Caesar. 

54. The Struggle for the Succession, 44-31 b.c. 

a. Civil war : the overthrow of the liberators. (Fhilippi, 

42 B.C.) Merivale, The Roman Triumvirates, 178- 
206. Firth, Augustus, 73-94. Allcroft, History of 
Rome (78 B.C.-31 A.D.), 181-194. Shuckburgh, Au- 
gustus, 89-99. 

b. The rivalry of Octavius and Antony : the West against 

the East (Actium, 31 B.C.). Merivale, Roman Trium- 
virates, 214-232. Allcroft, 194-209. Shuckburgh, 118- 
130. Firth, 129-153. 
Sources : Antony. Munro, No. 90. Cicero, Philippics. 

Cicero, Letters (translated by Shuckburgh), IV, 1-128. 

Imaginative Literature : Shakespeare, Antony and 

Cleopatra. 

55. Roman Culture in the "Ciceronian Age." 
General Reference : 

Botsford, Rome, 199-202. 
a. Literature. Mommsen, V, 495-515. 

(i) Cicero. Mackail, 62-78. Fowler, 65-83. 

(2) Sallust. Mackail, 83-87. Fowler, 89-91. 

(3) Caesar. Mackail, 78-83. Fowler, 83-89. 

d. Education. Johnston, Private Life of the Romans, 74- 

87. Preston and Dodge, Private Life of the Romans, 
58-66. Mommsen, V, 211-218. 
Additional Topic: 

Cicero as seen in his Letters. Atlantic Monthly, May, 1888, 
641-661. 

XI. The Ancient World under the Roman Empire, 31 B.C.- 
375 A.D. 

56. The Establishment of the Empire, 31 B.C.-14 a.d. 

a. The constitution : survivals of the republican system ; the 
princeps -^ changes in the government of the provinces 
and the city of Rome. Capes, Early Empire, 12-28. 
Abbott, 266-282. Bury, Roman Empire : (i) 13-22; (2)28-34. 



Outline of Ancient History 105 

Pelham, 399-415 ; 424-433 ; 437-444. Shuckburgh, Augustus, 
131-151. Firth, Augustus, 180-199. 

b. The frontiers. Bury, 74-83. 

(1) The East. Bury, 103-116. Pelham, 455-458. 

(2) The Alpine region. Bury, 93-95. Pelham, 
458-461. 

(3) The Northwest (Teutoberg Forest, 9 a.d.). 
Bury, 130-133. Capes, Early Empire, 34-35. 

c. The literature of the Augustan Age. Botsford, Rome, 

215-218. Bury, 149-161. Duruy, IV, 169-186. Myers, 
Rome, 486-492. 

(i) Vergil. Mackail, 91-105. Fowler, 99-114. 

(2) Horace. Mackail, 105-119. Fowler, 1 14-128. 

(3) Livy. Mackail, 144-155. Fowler, 156-163. 
Sources : Monumentum Ancyranum. Pennsylvania Transla- 
tions and Reprints, Vol. V, No. i. Munro, No. 99. 

Selections from the Literature. Botsford, Story, 227- 
231; 233-235; 255-259. 

The provinces under Augustus. Munro, Nos. 184- 
186; 188-190. 
Additional Topics : 

A. Reports on particular provinces. Bury, 83-137. Duruy, IV, 
50-90. Mommsen, Provinces. 

B. Augustus as a builder. Lanciani, Ruins and Excavations, 
138-144; 302-307. Bury, 140-148. Monumentum Ancyranum, 
Chs. xix-xxi. 

C. Character of Augustus. Shuckburgh, Augustus, 265-293. 
Firth, 341-365. 

D. The worship of the Emperor. Duruy, IV, 18 and following. 
Map Work: 

Mark the provinces ; distinguishing between the imperial and 
the senatorial. 

Imaginative Literature : Lew Wallace, Ben Hur. 
57. The Julian and Flavian Caesars, 14-96 a.d. 

a. The constitution : growth of monarchical ideas. Pelham, 

486-499. Abbott, 289-302. Capes, Early Empire (see index). 

b. The Empire. 

(i) The East. Bury, 206-209. Pelham, 497-500. 



io6 Ancient History 



(2) The German frontier. Bury, 166-177. Mommsen, 
Provinces, I, 170-194. 

(3) Britain. Pelham, 501-506. Bury, 223-226. 
Mommsen, Provinces, I, 170-194. 

C. The emperors. Freeman, Essays, 2d Series, Essay ix ("The 
Flavian Caesars"). Special reports on individual emperors. 
Capes (see index). Merivale, Romans under the Empire, 

d. The condition of the Empire and society. Botsford, 
Rome, Ch. xv. 

(1) Life in the towns, (a) Appearance: Friedlander, 
Town Life in Ancient Italy, 1-12; Boissier, Rome and Pompeii, 
354-369- ip) Government: Friedlander, 12-21 ; Duruy, 
V, 327-331- (0 Amusements : Friedlander, 43-53. Pel- 
lison, Roman Life in Pliny's Time, 186-228 ; Johnston, Life 
of the Romans, sec. 338-363. (^) Pompeii : Thomas, 
Roman Life under the Caesars, 15-28 ; Boissier, 419-435. 
{e) The Graffiti, Thomas, 28-41. (y) Country houses : 
Thomas, 190-200. 

(2) Life in the provinces. Capes, Early Empire, 
191-202. 

(3) Travel and correspondence. Johnston, 278-299. 
Pellison, 228-271. 

(4) Commerce. Capes, 202-209. Duruy, ¥,475-485. 
Sources: Education. Munro, Nos. 153-156. Amuse- 
ments. Munro, Nos. 164-178. The Eruption of Vesu- 
vius. Botsford, Story, 275-278. Life and manners. 
Botsford, Story, 281-284. The burning of Rome. Taci- 
tus, Annals, Bk. XV, Chs. 38-45. 

Additio7ial Topics : 

A. The destruction of Jerusalem. Bury, 366-373. 
Duruy, IV, 623-637. 

B. The classes in the towns. Friedlander, 21-30. 

C. The finances of the towns. Friedlander, 30-43. 
Imaginative Literature : Bulwer-Lytton, Last Days of 

Pompeii. Sienkiewicz, Quo Vadis. 
58. The Empire under the "Good" Emperors, 96-180 a.d. 
General References : 

Koch, 127-134. Wolfson, 419-429. 



Outline of Ancient History 107 

a. The government and administration. Capes, Age of the 

Antonines, 203-221. Abbott, 317-327. Pelham, 5 1 3— 523. 
Bury, 434-438 ; 509-514. Arnold, Provincial Administra- 
tion, 232-238. Duruy, IV, 792-807. 

b. Extension and consolidation. 

(i) Trajan (Dacia and Mesopotamia), 98-117 A. d. 
Bury, 448-456. Capes, 29-51. 

(2) Hadrian (travels and fortifications) , 1 1 7-1 38 a.d. 
Bury, 494-504. Duruy, V, 105-116. 

(3) Marcus Aurelius (Marcomanic War), 161- 
180 A.D. Bury, 542-550. Capes, 98-111. 

c. The condition of the Empire in the second century. 

West, 415-423. Wolfson, 431-438. 

d. "The Silver Age of Literature." Mackail, 221-233. 

Botsford, Rome, 256-261. Wolfson, 441-443. Bury, 

458-463, 466, 475-484. Fowler. 

Sources : Correspondence of Trajan and Pliny. Bury, 
440-448. Duruy, IV, 807-814. Fling, Studies in European 
History, 1, 125-144. Marcus Aurelius. Botsford, Story, 311- 

315- 
Additional Topics : 

A. A general view of the Empire. Gibbon, Decline and Fall 
of the Roman Empire, I, Chs. i-iii. 

B. Conquest and organization of Dacia. Bury, 421-430. 
Duruy, IV, 743-776. 

C. The life of Pliny the Younger. Thomas, 331-365. 

D. The Forum of Trajan. Lanciani, 310-319. 

E. Hadrian's villa at Tivoli. Boissier, Rome and Pompeii, 
241-268. 

Map Work: 

Mark the additions of Trajan. Indicate the fortifica- 
tions of Hadrian. 

Imaginative Literature : Pater, Marius the Epicurean. 
59. The Roman Empire under the Soldier Emperors : 
A Century of Revolution. 180-284 a.d. 
General References : 

Pelham, 546-552. Botsford, History, 266-276. 
a. Typical Emperors. 



io8 Ancient History 



(i) Septimius Severus, 193-21 1 a.d. Gibbon (Bury 
ed.), 1, 111-116; 121-124. 

(2) Caracalla (extension of the Roman franchise), 
211-217 A.D. Gibbon, I, Ch. vi, 130-136; 164. 

(3) Elagabalus, 218-222 a.d. Gibbon, I, 144-147. 
Duruy, VI, 277-286. 

(4) Aurelian, 270-272 a.d. Gibbon, I, 291-300. 
Duruy, VI, 463-473- 

Additional Topics : 

A. The new Persian Empire. Gibbon, I, 195-212. 

B. The conquest of Pahnyra. Gibbon, I, 302-315. Duruy, 
VI, 488-498. 

C. The wall of Aurelian. Lanciani, 66-72. 

D. The arch of Septimius Severus. Lanciani, 282. 

60. The Roman Empire under the Absolute Emperors, 

284-375 a.d. 
General References : 

Morey, 289-301. Botsford, Rome, 278-287. Bemont 
and Monod, Medieval Europe, 1-2 1. 

a. Absolutism. Gibbon, I, 350-355. Abbott, 334-340. 

Pelham, 555-560. 

b. The provincial organization. Arnold, Provincial Administra- 

tion, 166-178. Morey, 295-298. 

c. Hierarchy of officials. West, 435-438. Gibbon, I, 379-392; 

II, 160-200. Hodgkin, Dynasty of Theodosius, 33-44. 
Additional Topic : 

Society in the fourth century A.D. West, 449-457. 
Robinson, History of Western Europe, 8-17. Hodgkin, 
Dynasty of Theodosius, 44-52. Adams, Civilization during 
the Middle Ages, 76-88, 
Map Work: 

Mark the praefectures and dioceses. 

Source : Notitia Dignitatum, Pennsylvania Reprints, VI, 4. 

61. The Rise and Triumph of Christianity. 

a. Attitude of Roman government toward Christianity. 
Adams, European History, 1 20-1 21. Emerton, Intro- 
duction to the Middle Ages, 92-95. Gibbon, II, 71-84. 



Outline of Ancient History 109 

b. The persecutions. Fisher, The Christian Church, 45-51. 

Wolfson, 449-454. Gibbon, II, Appendix 8. 

c. The triumph and establishment of the Church. West, 

439-443- Wolfson, 454-455. Emerton, 95-96. 
d. The organization of the Church. Fisher, 51-59. Duruy, 
VI, 178-196. West, 443-445. Emerton, 96-108. Adams, 
122-126. 

Sources: The attitude of the emperors toward the 
Christians. Munro, Nos. 123-129, 132, 134. The Perse- 
cutions. Pennsylvania Reprints, IV, No. i. Jones, 
Civilization in the Middle Ages, No. i. 
Additional Topics : 

A. Christianity in the Roman Empire. Adams, Civilization 
during the Middle Ages, 39-50. 

B. The contribution of Christianity. Adams. Civilization dur- 
ing the Middle Ages, 50-64. 

C. The catacombs. Boissier, Rome and Pompeii, 
142-152, 161. 

XII. The Transition Period, 376-800 A.D. 

62. The Invasions, and the Fall of the Western Em- 
pire, 376-476 A.D. 

a. The Germans. Emerton, Introduction to the Middle 

Ages, 12-21. West, 458-463. Green, Short History 
of the English People, 1-7. Hodgkin, Dynasty of 
' Theodosius, 55-72. 

b. The invasion of the West Goths (Alaric), 376-410 a.d. 

Emerton, Introduction, 25-34. West, 466-468. Gib- 
bon, III. 240-255. 

(i) The sieges of Rome by Alaric. Gibbon, III, 309- 
326. Hodgkin, 159-166. 

c. The invasion of the Vandals (Geiseric), 378-455 a.d. 

Emerton, Introduction, 37-39. Gibbon, III, 398-412. 
Hodgkin, 204-217. 

(i) The sack of Rome. Hodgkin, 229-232. 

d. The invasion of the Huns (Attila), 378-453 a.d. Emer- 

ton, Introduction, 41-47. Hodgkin. 180-193. Gibbon, 
III, 416-420. 



iio Ancient History 



(i) The battle of Chalons, 451 A.D. Hodgkin, 
195-197. Gibbon, III, 464-467. 

e. The last Roman Emperor in the West, 476 a.d. Emer- 

ton, Introduction, 48-52. Gibbon, IV, 48-55. 

f. The causes of the decline of Rome. West, 455-458. 

Myers, Rome, 445-455. Adams, Civilization during 
the Middle Ages, 76-88. Cunningham, Western Civiliza- 
tion (Ancient Times), 175-195. Hodgkin, Italy and her In- 
vaders, II, Ch. ix. Bury, Later Roman Empire, I, Ch. iii 
(valuable for teachers) . 

g. The influence of Rome. Morey, 314-323. Adams, Civil- 

ization, 20-37. 

Sources : The Germania of Tacitus. Selections, in 
Pennsylvania Reprints, Vol. VI, No. 3 ; and in Kendall, 
Source Book of English History, 1-12. The Huns. 
Jordanes' description, in Hodgkin, Dynasty of Theodo- 
sius, 81-83. 
63. The West: Continued Invasions, and Formation of 
Germanic States. 476-774 a.d. 
General References : 

Adams, Mediaeval Civilization (Primer), 46-49. 
Fairley's Seignobos, 440-448. Bryce, Holy Roman Empire, 
Ch. iii. Gibbon, Ch. xxxvii, last half, for Conversion of the 
Barbarians. 

a. Condition of Europe in 476 a.d. Botsford, Ancient 

History, 445. Gibbon, Ch. xxxvi, last two pages. 
Adams, Civilization (Primer), 11-16 (generalization). 

b. Italy : Ostrogoths, 493-552 a.d. (Theodoric) ; Lom- 

bards, 568-774 a.d. Wolfson, Essentials of Ancient 
History, 479-482, 484-485. West, Ancient History, 
474-477, 479. Botsford, Ancient History, 446-449, 
450-452. Emerton, Introduction, 52-59. Robinson, 
Western Europe, 28-34. Myers, Middle Ages, 16-19; 
25-26. Oman, Dark Ages, Chs. xi, xvi. 

c. Britain : the Anglo-Saxons (see Outline of English His- 

tory^ section 4). Botsford, Ancient History, 452- 
453. Adams, European History, 148-150. West, 
483-485. Green, Short History of the English People, 6-16 



Outline of Ancient History 1 1 1 

(Harper ed.). Green, History of the English People, Chs. i, ii 
(for first settlement, 22-27). 

d. Gaul : the Franks (see section 66, below). 

e. Spain: "decaying kingdom of the Visigoths" (to 711 

A.D.). Botsford, History of Rome, 302. Robinson, 
26, 39. Emerton, Introduction, 33-34. Oman, Dark 
Ages, Chs. viii, xiii. 
/. Results of invasions : fusion of the two peoples (language, 
law). West, 486-490, 492-496, excellent summary. 
Robinson, Western Europe, 39-43. Adams, Primer, 
49-55. Bryce, Ch. ill, end. 
Additional Topic : 

Theodoric. Hodgkin, Theodoric. 
Map: showing routes of migrations and final place of 
settlement. Emerton, Introduction, 34. Robinson, 27, 
31, 62. Putzger, Atlas, 13 a and 13. 

64. The East : One Emperor (Constantinople) ; a New 
Prophet. 476-732 a.d. 
General Refercjices : 

Fairley's Seignobos, 449-457^ 467-475- Myers, Middle 
Ages, 73-115 (too many dynastic details of the caliphs, 
but otherwise useful). 

a. Justinian: conquests, and codification of the law. 

Adams, European History, 144-146. Botsford. Ancient 
History, 448-450. West, 477-479- Wolfson, 482- 
484. Bemont and Monod, Medieval Europe, Ch. viii. Bryce, 
"Justinian," in the Encyclopaedia Britannica. On the Code: 
Wilson, The State, 142-159; Gibbon, Ch. xliv; Morey, Roman 
Law, 158-163. Oman, Dark Ages, 80-105 (Ostrogothic wars 
of Justinian). 

Source : Fling, European History Studies, I, No. 10. 

b. The rise of Mohammedanism : Mohammed ; his religious 

system ; Saracen conquests. West, 499-505. Oman, 
Dark Ages, 213-220. Emerton, 122-129. Adams, 
European History, 155-160. Munro, Middle Ages, 
Chs. i, ix. Oilman, Story of the Saracens, Chs. 
XV, xvi. Carlyle, Heroes and Hero- Worship, Lecture ii. 
Lane-Poole, Speeches and Table-Talk, introduction. 



1 1 2 Ancient History 



If time is inadequate, it will probably prove desirable to 
devote the greater part of the time to Mohammedanism by 
saving time on topic a. 

Sources : Extracts from the Koran : Sheldon, General 
History, 276-285 (interesting selections). Jones, Civil- 
ization in the Middle Ages, No. 3. Lane-Poole, Speeches 
and Table-Talk. 

Additional Topics : 

A. The Iconoclastic controversy. Robinson, 74. Myers, 
Middle Ages, 156-158. Gibbon, Ch. xlix, first ten pages. 

B. Belisarius. Oman, Story of the Byzantine Empire, Chs. vi, 
vii. Hodgkin, Italy and her Invaders, IV. 

C. The siege of Constantinople by the Saracens. Gibbon, 
Ch. lii. (The Second Siege, 717-718 A.D. Finlay, History of the 
Byzantine Empire from 716 to 1057, Ch. i.) 

D. The Saracen conquest of Spain. Gibbon, Ch. li. Lane- 
Poole, Moors in Spain, Chs. i-ii (iii). 

65. "The Rise of The Christian Church." 
Gejieral References : 

Wolfson, 490-492. Fairley''s Seignobos, 458-467. 

Munro, History of the Middle Ages, Ch. iii. Emerton, 

Ch. ix. Robinson, Ch. iv. Kingsley, The Roman and 

the Teuton, Lecture ix. 

a. Early organization of the Church ; growth of the papal 

power to 600 A.D. West, 443-444, 505-5 10. Botsford, 

Ancient History, 422. Adams, Mediaeval CiviUzation 

(Primer), 25-36. Emerton, Ch. ix. See section 61, d. 

(For the relations of the papacy with the Franks, see 

section 66). 

Source : New Testament. 
d. Differences and divisions. Botsford, Ancient History, 423. 
West, 444-445 5 5°7 ^"^ following. Fairley''s Seignobos, 
400-401. See also references under The Iconoclastic 
controversy, section 64, Additio7ial Topic A. 
c. Monasticism. Adams, Primer, 37-38. West, 490-492. 
Sheldon, General History, 269 and following. Emer- 
ton, Ch. xi. Kingsley, The Roman and the Teuton, 



Outline of Ancient History 1 1 3 

Lecture ix. Jessopp, The Coming of the Friars, 
Ch. iii. Gibbon, Ch. xxxvii, first 17 pages. 

Source : The Benedictine Rule, in Henderson, His- 
torical Documents, 274-314; or, in part, in Jones, 
Civilization in the Middle Ages, 90-103. 
d. Influence of the early Church. Bury, Later Roman Empire, Bk. I, 
Ch. ii. Adams, Primer, 38-46. Adams, Civilization during 
the Middle Ages, 39-43 ; 50-64. Lecky, History of European 
Morals, II, 1-4; 8-1 1 ; (effects on slavery) 61-73. 

Additional Topics : 

A. Pope Gregory the Great. Robinson, Western Europe, 52- 
55; 61. Emerton, Introduction to Middle Ages, 109-113. Hodg- 
kin, Italy and her Invaders, V, Ch. vii. 

B. The life of St. Columban and the work of the Irish Monks. 
Zimmer, The Irish Element in Mediaeval Culture, 19 ff. 

Source : Pennsylvania Reprints, II, No. 7 (" Life of 
St. Columban''). 

66. The Growth of the Frankish Power ; a New Em- 
peror. 486-800 A.D. 
General References : 

Fairley's Seignobos, 476-485. Myers, Middle Ages, 
1 17-129. Robinson, Western Europe, 34-38, and Chs. vi, 
vii. Oman, Dark Ages, Chs. iv, vii, x, xv, xvii, xix-xxii. 

a. Clovis and the Merovingians. West, 480-482. Wolfson, 

486-487. Myers, Middle Ages, 21-23 ; 35. Emerton, 

Chs. vii, X. 

Source: Sheldon, General History, 271-273, for con- 
version of Clovis, as told by Gregory of Tours. Also 
see quotations in Emerton, 61 ; 114-115. 

b. The Carolingians as ''• mayors" ; battle of Tours, 732 a.d. 

West, 497-499. Emerton, 126-129 (Tours), 1 51-162. 
Hodgkin, Charles the Great, 8-45. 

Source: Einhard's Charlemagne, 11-19 (translated 
in "Harper's School Classics"). 

c. The Carolingians as kings ; Lombardy. Adams, Euro- 

pean History, 160-163. Emerton, 162-179. Bryce, 
Holy Roman Empire, 34-41. 
Source: Einhard, 19-21. 



114 Ancient History 



d. Charlemagne : the king crowned emperor, 800 a.d. West, 
512-520. Wolfson, 479-501. Adams, European His- 
tory, 164-17 1. Munro, Middle Ages, Ch. ii. Emerton, 
Ch. xiii. Bryce, Ch. iv and the beginning of Ch. v. 
Hodgkin, Charles the Great. Oman, Dark Ages, Chs. xx-xxi. 
Sources: Einhard, 21-47 ; 56-68. Sheldon, General 
History, 274, and Bryce, Ch. v, 49-59, for crowning of 
Charlemagne. Pennsylvania Reprints, VI, No. 5 (" Laws of 
Charles the Great "). 
Map Work: 

The Empire of Charlemagne (see Emerton, 208-213, 
text). Emerton, map facing p. 180. Gardiner, School 
Atlas of English History, No. 6. Putzger, Atlas, No. 14. 
Additional Topics : 

A. Boniface and his Work. Cutts, Charlemagne, Ch. xii. 
Emerton, Introduction, 130-132. Hodgkin, Italy and her In- 
vaders, VII, 81-84; 107-109; 123; 127-128; 130; 236. 

B. The Salic Law. Henderson, Select Documents, Bk. II, 
No. I. Emerton, Introduction, Ch. viii. 

Gy. Retrospect, from the Euphrates to the Rhine. 
Refer ejices : 

Adams, European History, 5-6; 15; 17; 19; 53-55; 
102-104. West, 520-522. Botsford, Ancient History, 
468-469. Lavisse, General View, 1-29. Emerton, Introduc- 
tion, Ch. i (for Greece and the Roman Empire). Adams, 
Civilization during the Middle Ages, 443-447 (the Roman 
Empire, the Church, and the Teutonic elements). Bury, 
Later Roman Empire, II, 535-540 (summarizing the Empire, 395- 
800 A.D.) . 



PART II 

MEDIEVAL AND MODERN 
EUROPEAN HISTORY 



MEDIEVAL AND MODERN 
EUROPEAN HISTORY 

800 to 1900 A.D. 



INTRODUCTION 

This field presents peculiar conditions. The period is 
so vast, so full of life and movement, that the historic 
picture must be drawn in free and bold outline, in clear 
perspective, and with strong emphasis upon striking per- 
sonages and events, if the young pupil is to retain any 
impression of it that is worth having. Covering a period 
of eleven hundred years, and the history not only of all 
the great powers except the United States and England, 
but also of that period of national expansion which 
brought Europe into the closest contact with the new 
world of the West and the old world of the East, it is 
occupied with large social and institutional movements, 
and with the complex questions of international politics. 
As compared with a national history, like that of England 
or of France, it is much more comprehensive ; as com- 
pared with Ancient History, it is much more complex and 
involved. It is, therefore, a period of pecuHar difficulty 
from the standpoint of the teacher. It is, nevertheless, 
important that an apprehension of the main features of 

117 



1 1 8 Mediaeval and Modern European History 

its life be possessed, because of their bearing upon all 
the affairs of the world. They are facts of which every 
person of the most ordinary education ought to know 
something. There is, therefore, a justification for plac- 
ing it in the secondary school curriculum ; and if placed 
there it should follow Ancient History, thus giving due 
emphasis to the sequence of development. 

The task of any teacher or of any guide through this 
labyrinth is one of simplification and coordination of 
things that are seemingly diverse and divergent, but are 
really closely related. There is not at present any text- 
book at once simple and comprehensive and giving that 
thorough grasp of the subject which is essential to make 
the study of it really valuable. Those of Adams and 
Myers have some merits, but neither meets the demand 
for a guide at once simple and scholarly for second-year 
students in the high school. 

There are two methods of studying this field, each of 
which has its advocates, — one by grouping the study 
around the great movements which divide it into nat- 
ural periods, the other by the use of some national 
history, as that of France, for a central core. These 
methods are well discussed in the report of the Com- 
mittee of Seven, and it is not necessary to recapitulate 
the argument here. The former has the advantage 
of presenting a better perspective and a juster pro- 
portion ; while the latter has the larger opportunity 
for detailed and connected treatment, and hence for 
enlisting the interest of the young student, always more 
readily attracted by concrete facts and the deeds of 
persons than by the discussion of movements so broad 



Introduction iio 

as to seem abstract and lacking in personal interest; but 
it has the serious disadvantage of distorting the histori- 
cal perspective, a true sense of which is one of the most 
important ideas to acquire in this study. A way may 
be found, in the suggestions that follow, to overcome 
the common objections to a general treatment. If the 
specialized method is preferred, the syllabus may be 
used to the greatest advantage to avoid the danger just 
mentioned. 

It seems possible to combine to a certain extent the 
merits of both methods by means of a syllabus based in 
its general plan upon the large movements of mediaeval 
and modern Europe ; showing how the peculiar institu- 
tions of the former were related to those of antiquity, of 
which the student is supposed to have a knowledge; 
what great forces (Christianity and the Germanic peo- 
ples) caused the characteristic changes of the period ; 
and how in its shadowy recesses were forged the in- 
struments which opened new worlds and a new historic 
era. In the same way the pupil should be led to see 
the Reformation as something more than a debate over 
doctrines or a quarrel over church administration — as 
the outcome of the irrepressible conflict between the Ger- 
man and the Latin idea; he should have some idea of 
the significance of the growth of the idea of nationahty 
with its profound influence on modern history, of what 
is meant by the balance of power and its use in Euro- 
pean politics; he should understand the changes pro- 
duced in the world by epoch-making inventions, the 
advance of industry revolutionizing life for millions of 
people, the effect of the opening of the new world upon 



1 20 Medieval and Modern European History 

Europe itself ; and finally the meaning and importance 
of modern democracy. These are some of the funda- 
mentals, the real things of human life, without which the 
history of mediaeval and modern Europe might as well 
not be studied. The problem is how to put them before 
the boy of fourteen or fifteen so as to hold his interest 
and attention. This can be done by putting human 
interest into the study of each topic, and it seems possi- 
ble to accomplish this result by utilizing the biographi- 
cal element, or by putting in the foreground the 
nationality most prominent for the time being. 

Thus the first Otto is a striking and typical figure in 
the founding of the new mediaeval empire ; Frederic 
Barbarossa may be taken as typical of flood-tide medi- 
aevalism, with some churchman risen from the ranks to 
illustrate the other great force of the Middle Ages. It 
is easy enough to find human interest in the Crusades. 
The human side of the Renaissance can be made real 
through carefully selected sources ; and in the Reforma- 
tion Luther and Zwingli, Calvin and Loyola, and others 
can be used each in his turn, to give to the study of the 
period an interest which a mere general narrative would 
not possess. Spain will appear as the nation of chief 
prominence in the era of discovery, and through Motley's 
fascinating pages the pupil may be led to an understand- 
ing of the reasons for the decline of Spanish power. 
France, with Henry IV and Louis XIV, may head the 
line in the study of the growth of nationality, and the 
French Revolution brings that country to the front again 
in the study of the beginnings of modern democracy. 
It is possible to follow this idea from 800 a.d. to 1900, 



Introduction 121 

bringing the larger lessons of elementary politics and 
society into close relation with the lives of individual 
men and peoples. 

In this connection the committee warmly recommends 
to teachers the perusal of Diestervveg's article on " In- 
struction in History " in Stanley Hall's *' Pedagogical 
Library," Vol. I (Ginn, 1883). Diesterweg is in favor of 
insisting on the few culminating points of history and 
letting everything else go. His idea of the proper title 
for a text-book would be : '' Stories of the most remarka- 
ble events." It is hopeless to strive for completeness in 
regard to matter and uniformity of detail, to attempt to 
" distil the labor of historical minds during fifty years 
into the concentrated experience of five hours." *'The 
reading of history," Diesterweg goes on, " must be 
stataric {i.e. must revolve round fixed points) before we 
pass over to cursory reading." And Diesterweg is only 
unhappy because in five hundred lessons he can teach 
so little of German history. Woe to us with the history 
of all Europe and one hundred and twenty lessons ! 

Diesterweg's conclusion that the first instruction in 
general European history should deal with '' culminat- 
ing points," unquestionably suggests the proper method 
for first instruction in this most difficult subject, not to 
impart knowledge as if it came from an encyclopedia, a 
dictionary, or a table of contents, but to dwell on the 
points of the most far-reaching importance, those that 
are most dramatic, most interesting, and most familiar to 
cultivated persons in the world at large. Better that 
the pupil should read ten pages about the peace of 
Tilsit than all that the text-book has to say on the whole 



122 Mediaeval and Modern European History 

period. In that way the boy will be introduced to the 
chief personages of the preceding campaigns, and his 
natural common sense will lead him to ask what monstrous 
defeats could have led to this cruellest of all treaties that 
France ever signed. A little oasis will have been formed 
in his mind from which he will be constantly and in- 
stinctively reclaiming more and more of the arid waste 
around. By this treatment it is possible to establish a 
number of little points of vantage from which the pupil 
can look around over the whole field. These are to be 
his topics, and all his life long he will be interested in 
adding to and readjusting his knowledge concerning 
them. Let him look back from the execution of Louis 
XVI to know what was happening in the months just 
preceding; let him be introduced to the struggle of the 
popes and emperors by reading at lengtJi of the dramatic 
scene at Canossa. This period of wonderful variety 
lends itself pecuharly well to such a picturesque, graphic 
treatment. In this lies its salvation as a school study. 
It is well understood that the residuum of actual knowl- 
edge left in the mind of the pupil is comparatively 
small. We can, from a judicious treatment of the 
period, leave strong and, as far as they go, correct im- 
pressions, which will be of great value in future reading 
and study and in the general understanding of civiliza- 
tion. With such incidental treatment and the use as 
illustrations of simple and easily appreciated extracts 
from contemporary accounts and significant documents, 
the pupil may come from the year's work with some 
appreciation of what the Middle Ages mean in history, 
and we can ask for little more. 



Introduction 123 

Particularly in this second year of his course the boy 
should acquire considerable training in historical methods 
and ways of thinking, and should become familiar with 
a considerable amount of literature. He should learn 
to distinguish good, scholarly books from bad, super- 
ficial ones, and it should be pointed out to some extent 
how history books are written : that we have not merely 
been copying one from the other from the days of 
Charlemagne down, but that large masses of absolutely 
contemporary evidence, even for periods as distant as 
that of Charlemagne, still exist, and are constantly being 
worked over anew. It is quite possible, even at this 
stage of instruction, to impart an appreciation of the 
fact that historical knowledge is advancing ; that when 
legends like that of WiUiam Tell being the founder of 
Swiss independence are abandoned, it is on good grounds 
and on careful sifting of evidence. The pupil can also 
be shown how to handle books, how to find what he 
wants in the table of contents or in the index. In work- 
ing out his topics he can be taught how to select and to 
group his facts, as well as to express his results in con- 
cise and correct language. Above all, his imagination 
and his appreciation of what is really interesting and 
significant may be quickened, strengthened, and dis- 
ciplined. Remember his age and his natural interest 
in stirring episodes and in great men. The history of 
mediaeval and modern times falls naturally into connec- 
tion with his ordinary reading, with Scott's novqls, 
and even with the Henty books. This connection 
should be constantly played upon, as also that with 
the ordinary geography lessons of this age. He is as 



1 24 Mediasval and Modern European History 

yet too young for a coherent, philosophical system of 
history. 

The Periods of European History. — In the grouping 
of subjects for this course, its special characteristics 
and difficulties of treatment have been kept in mind. 
Ten groups or periods have been made. These are 
to a certain extent chronological, but their motive is to 
be found in sequence of development rather than of 
time. They therefore frequently overlap each other. It 
will be noted that in the suggested division of time by 
exercises stress has been laid upon the modern period 
(since the beginning of the Reformation). This is done 
because it is as a rule easier to interest a class in those 
periods which can be constantly related to and illustrated 
from our modern life, and also because of the greater 
complexity of modern history and its increasing impor- 
tance. It is necessary, if the best results are to be 
attained, to consider especially the quality of interest in 
the teaching of history of that which is foreign and 
remote. 

In the first group, the Carolingian Empire and Rise of 
Feudalism, the pupil is brought face to face with that 
Germanic reorganization which wrought such great 
changes in the constitution of Europe, with the anarchy 
of the ninth century, and the adoption of a new system of 
society and law, rudely adapted to rude conditions. This 
is prefaced by introductory sections deahng with the rise 
of the Papacy and Empire, 325-800 a.d. These sec- 
tions may be omitted, or used only for a rapid review in 
those schools which carry the course in Ancient History 
through to 800 A.D. Close study of institutional details 



Introduction i 2 r 

is manifestly impossible for the secondary school pupil. 
A broad, general view of the structure of feudalism, and 
an idea of Charles the Great and other dominating 
figures, together with a picture of the disorder of the 
ninth century, which enforced new adjustments, is as 
much as can be expected. The pupil may obtain a clear 
apprehension of the life of Europe in these stormy 
centuries from reading Scheffel's " Ekkehard," and 
the "impression thus gained will be more valuable 
to him than much exact knowledge more painfully 
acquired. 

In the second group, a short time is found for noting 
the new imperial regime that followed the downfall of 
the Carolingians and the beginnings of the mediaeval 
church. In it the first Otto stands as the conspicuous 
and dominating figure. This is hardly more than a 
preface to this large group, in which the somewhat diffi- 
cult subject of the Empire and the Church, upon which 
all mediaeval history hinges, is studied. The technical 
questions involved may be left out of consideration, as 
only to be grasped by far older students, but Henry and 
Hildebrand and their associates may tell their own story 
in a way to vividly impress the pupil's mind, and gradu- 
ally work out into true proportions if he pursues his 
studies in later years. Within the same group, the 
questions introduced in the preceding part find further 
illustration and development, and in Frederic Barba- 
rossa, Bernard, Frederick II, and a host of others, is 
ample material for a briUiant story picture, attractive to 
any young person, in which mediaeval Europe will be- 
come real in spite of himself. 



I 26 Mediaeval and Modern European History 

The Renaissance, important as it is, is, like most tran- 
sition periods, somewhat intangible. It is best studied 
through its typical personalities, Dante, Petrarch, Boc- 
caccio, Savonarola, Macchiavelli, Erasmus, and many 
others, whose lives will readily suggest themselves as 
broadly illustrative of the period. If possible, its fun- 
damental, intellectual idea, and its relation to feudal 
Europe, the Church, and the Reformation, should be 
sufficiently developed to make its place in history and 
its contribution clear in a general way to the pupil. 

With the next group, the Protestant Revolution, we 
come to a period interesting, important, modern, and 
strongly human. It is very difficult, especially in public 
schools, to treat Reformation history in a way that will 
not give offence to the convictions of Protestants or of 
Roman Catholics. Is it out of place to suggest that the 
attitude of the teacher of history is one of strict im- 
partiality and rigid adherence to the established facts of 
history ? The story may be simply told. The critical 
questions that have divided peoples are not to be threshed 
out in the secondary school. It is only the facts that 
made history that are the subject of school work. 

The effect of the Protestant Revolution and of race 
and geographical divisions, in emphasizing the spirit of 
nationality and bringing about the rise of modern 
nations (notice in this connection the peace of West- 
phalia and the German revolt against Swedish suprem- 
acy), advances our study rapidly into the widening field 
of international relations, and this suggestion is further 
developed in the eighth period, in which the wars of 
the eighteenth century, culminating in the Seven Years' 



Introduction 



127 



War, with its world-wide consequences, require careful 
study and will not puzzle the pupil overmuch. He will 
find delight in the campaigns of Marlborough, Eugene, 
and Frederic, and will be glad to know what came from 
them when he knows how profoundly they affected the 
life of to-day. The growing solidarity of mankind, and 
the consequent complication of international relations, 
should be impressed in a simple way at this point, and 
the thread thus taken up may be followed with interest 
and profit. Time must be found also to indicate the 
direction of the great current of eighteenth-century 
thought. We cannot make our secondary school pupil 
a philosopher, but it will not be difificult to show him 
how rapidly the Western world moved toward new 
things during the years in which Voltaire and Rous- 
seau and the great German writers and thinkers 
flourished. 

The French Revolution, rich in graphic literature, 
intense, dramatic, and rapid in action, with its culmina- 
tion in Napoleon, is always an easy period to which to 
draw and hold the attention of a class, and from which 
to teach many important primary lessons in history and 
politics. 

It is to be hoped that the full allotment of time can 
be given to the study of the growth of nationality and 
democracy in the nineteenth century. The teacher 
should show here how all the great tendencies and 
movements have culminated and worked themselves out 
in this most recent period, out of which has come the 
Hfe of to-day. The heritage from Charles the Great 
to William I or Victor Emmanuel II is not very difficult 



I 28 Mediaeval and Modern European History 

to show after a year of graphic study on the lines here 
indicated. Throughout the year stress should continu- 
ally be laid upon culminating points, and the lives of 
typical men and women. An attempt has been made 
to suggest possibilities in this direction in connection 
with the different sections and topics. 



Small School Library 129 

SMALL SCHOOL LIBRARY COSTING ABOUT 
TWENTY-FIVE DOLLARS 

Adams, G. B., Civilization during the Middle Ages. N.Y., Scribner, 
1894. $2.50. 

, Growth of the French Nation. N.Y., Macmillan, 1897. $1.25. 

Archer, T. A., and Kingsford, C. L., The Crusades. (Story of 
•the Nations.) N.Y., Putnam, 1895. $1.50. 

Besant, Walter, Gaspard de Coligny. N.Y., American Book 
Co., 1901. 30 cents. 

Brown, H. F., The Venetian Republic. (Temple Primers.) N.Y., 
Macmillan, 1902. 40 cents. 

Bryce, James, The Holy Roman Empire. London and N.Y., Mac- 
millan, 1896. $1. 

Eginhard, Charlemagne. N.Y., American Book Co., 1880. 30 
cents. 

Emerton, Ephraim, Mediaeval Europe. Boston, Ginn, 1894. $1 .50. 

Fournier, August, Napoleon the First. N.Y., Holt, 1903. $2. 

Fyffe, C. a.. History of Modern Europe (popular edition m one 
volume). N.Y., Holt, 1896. $2.75. Or, Phillips, W. A., 
Modern Europe, 181 5-1899. (Periods of European History.) 
N.Y., Macmillan, 1901. $1.60. 

Gardiner, B. M., The French Revolution. (Epochs.) N.Y., 
Longmans, 1902. $r. Or, Morris, W. O'Connor, The French 
Revolution and First Empire. N.Y., Scribner, 1894. $1. 

Gardiner, S. R., School Atlas of English History. N.Y., Long- 
mans, 1891. $1.50. 

,The Thirty Years' War. (Epochs.) N.Y,, Longmans, 1886. 

$1. 

Hassall, Arthur, Louis XIV. (Heroes.) N.Y., Putnam, 1899. 
$1.50. 

Hausser, Ludwig, The Period of the Reformation, 15 17-1648. 
N.Y., American Tract Society, n. d. $2. 

Henderson, E. F., A Short History of Germany. 2 vols. N.Y., 
Macmillan. 1902. $4. 



130 Mediaeval and Modern European History 

Hume, M. A. S., The Spanish People. (Great Peoples Series.) 

N.Y., Appleton, 1900. $1.50. 
Longman, F. W., Frederick the Great and the Seven Years' War. 

(Epochs.) N.Y., Longmans, 1898. $1. 
Motley, J. L., Peter the Great. N.Y., Maynard, Merrill & Co., 

1893. 25 cents. 
Ploetz, Carl, Epitome of Ancient, Mediaeval, and Modern His- 
tory. Boston, Houghton & Mifflin, 1883. $3. 
ROBLNSON, J. H., Readings in European History. Boston, Ginn. 

In Press, 1904. 
Seebohm, F., The Era of the Protestant Revolution. (Epochs.) 

N.Y., Longmans, 1890. $1. 
Symonds, J. A., Short History of the Renaissance in Italy, edited 

by Pearson. N.Y., Holt, 1894. $1.75. 
Wakeman, H. O., The Ascendency of France, 1598-1715. (Periods 

of European History.) New York, Macmillan. $1.40. 

The above list can be purchased for a school library through a 
firm of general booksellers for about $25. It includes books pri- 
marily for collateral reading and therefore omits the text-books of 
Munro, Myers, Robinson, West, Whitcomb, etc., whose exact titles 
may be found in the list below. 



Town or Large School Library i 3 i 



SELECT LIST OF BOOKS REFERRED TO IN 
THIS OUTLINE AND ADAPTED FOR A 
TOWN OR LARGE SCHOOL LIBRARY 

Adams, G. B., Civilization during the Middle Ages. N.Y., Scrib- 
ner, 1894. 

, European History. N.Y., Macmillan, 1899. Or, 

, Mediaeval and Modern History. N.Y., Macmillan, 1900. 

Growth of the French Nation. N.Y., Macmillan, 1896. 



Alzog, John, Manual of Universal Church History. 3 vols. Cin- 
cinnati, Clarke, 1899. 

Andrews, C. M. The Historical Development of Modern Europe 
(student's edition in one volume). N.Y., Putnam, 1900. 

Archer, T. A., The Crusade of Richard I. (English History from 
Contemporary Writers.) N.Y., Putnam, 1889. 

Archer, T. A., and Kingsford, C. L., The Crusades. (Story of 
the Nations.) N.Y., Putnam, 1895. 

Armstrong, Edward, The Emperor Charles V. 2 vols. N.Y., 
Macmillan, 1902. 

Bain, R. Nisbet, Charles XII. (Heroes of the Nations.) N.Y., 
Putnam, 1895. 

Baird, H. M., Rise of the Huguenots of France. 2 vols. N.Y., 

Scribner, 1879. 
Balzani, Ugo, The Popes and the Hohenstaufen. (Epochs of 

Church History.) N.Y., Longmans, 1889. 
Belloc, H., Danton. N.Y., Scribner, 1899. 
Bemont, Charles, and Monod, G., Medieval Europe, 395-1270. 

N.Y., Holt, 1902. 
Besant, Walter, Gaspard de Coligny. N.Y., American Book 

Co., 1 90 1. 
Bismarck, Otto von, Reflections and Reminiscences. 2 vols. 

N.Y., Harper, 1899. 
Blok, p. J., History of the People of the Netherlands. 3 vols. 

N.Y., Putnam, 1898. 



132 Mediaeval and Modern European History 

BouRRiENNE, A. F. DE, Memoirs of Napoleon Bonaparte, edited by 

Phipps. 4 vols. N.Y., Scribner. 
Bright, J. F., Maria Theresa; Joseph II. (Foreign Statesmen.) 

N.Y., Macmillan, 1897. 
Brown, Horatio F., The Venetian Republic. (Temple Primers.) 

N.Y., Macmillan, 1902. 
Bryce, James, The Holy Roman Empire. N.Y., Macmillan, 1899. 

Also cheap edition, N.Y., Burt. 
Burke, Edmund, Reflections on the Revolution in France. (Came- 

lot Series.) London, Scott, n. d. Also, N.Y., Macmillan. 
BuRCKHARDT, JACOB, The Civilisation of the Renaissance in Italy. 

N.Y., Macmillan, 1898. 
Caldecott, a., English Colonization and Empire. N.Y., Scrib- 
ner, 1 89 1. 
Calvin, John, The Institutes of Christian Religion, translated by 

John Allen. 2 vols. Philadelphia, Presbyterian Board of 

Publication, n. d. 
Carlyle, Thomas, French Revolution. 3 vols., edited by Rose. 

N.Y., Macmillan, 1902. Also 3 vols., edited by Fletcher. 

Putnam, 1902. Also Temple Classics and Harper. 
, History of Friedrich II of Prussia, called Frederick the Great. 

6 vols. London, Chapman & Hall, 1 858-1 864. 
Cesaresco, Countess E. M., The Liberation of Italy, 1815-1870. 

N.Y., Scribner, 1894. 

, Cavour. (Foreign Statesmen.) N.Y., Macmillan, 1898. 

Cheyney, Edv^^ard p., Industrial and Social History of England. 

N.Y., Macmillan, 1901. 
Colby, C. W., Selections from the Sources of English History. 

N.Y., Longmans, 1899. 
Compayre, Gabriel, Abelard. N.Y., Scribner, 1893. 
Cornish, F. W., Chivalry. N.Y., Macmillan, 1901. 
Coubertin, Pierre de. Evolution of France under the Third 

Republic. N.Y., Crowell, 1897. 
Cox, G. W., The Crusades. (Epochs.) N.Y., Longmans, 

1874. 
Creighton, Louise, The Duke of Marlborough. N.Y., Long- 
mans, 1892. 



Town or Large School Library 133 

Creighton, Mandell, History of the Papacy, from the Great 
Schism to the Sack of Rome. 6 vols. N.Y., Longmans, 1897. 

Crozer Historical Leaflets. Chester, Pennsylvania, Crozer 
Theological Seminary, 1901-1902. 

CuTTS, E. L., Scenes and Characters of the Middle Ages. London, 
1872. 

Dandliker, Karl, Short History of Switzerland. N.Y., Macmillan, 
1899. 

Davis, H. W. C, Charlemagne. (Heroes.) N.Y., Putnam, 1900. 

Duffy, Bella, Tuscan Republics. (Story of the Nations.) N.Y., 
Putnam, 1893. 

DuRUY, Victor, The Middle Ages. N.Y., Holt, 1891. 

, Modern Times. N.Y., Holt, 1894. 

Eginhard, Charlemagne. N.Y., American Book Co., 1880. 

Emerton, Ephraim, Desiderius Erasmus. (Heroes of the Refor- 
mation.) N.Y., Putnam, 1899. 

, Introduction to the Study of the Middle Ages. Boston, Ginn, 

1888. 

, Mediaeval Europe. Boston, Ginn, 1894. 

Fisher, G. P., History of the Christian Church. N.Y., Scrib- 
ner, 1893. 

, The Reformation, N.Y., Scribner, 1883. 

FiSKE, John, The Discovery of America. 2 vols. Boston, Hough- 
ton & Mifflin, 1892. 

FouRNiER, August, Napoleon the First. N.Y., Holt, 1903. 

Freeman, Edward A., Historical Essays. First Series. London, 
Macmillan, 1871. 

Froissart, Sir John, Chronicles. G. C. Macaulay's edition of Ber- 
ner's translation. N.Y., Macmillan, 1895. 

, Lanier's Boy's Froissart, N.Y., Scribner, 1879. 

Fyffe, C. a.. History of Modern Europe, 1 792-1 878 (popular 
edition in one volume). N.Y., Holt, 1896. 

Gardiner, B. M., The French Revolution. (Epochs.) N.Y., 
Longmans, 1902. 

Gardiner, S. R., The Thirty Years' War. (Epochs.) N.Y., 
Longmans, 1886. 

, School Atlas of English History. N.Y., Longmans, 1891. 



I 34 Mediaeval and Modern European History 

Gardner, E. G., Dante. (Temple Primers.) N.Y., Macmillan, 1900. 
Gautier, Leon, Chivalry. London, Routledge, 1891. 
GiBBiNS, H. DE B., History of Commerce in Europe. N.Y., Mac- 
millan, 1 89 1. 
Gibbon, Edward, Decline and Fall of the Roman Empire, edited 

by Bury. 7 vols. N.Y., Macmillan, 1897-1900. 
GiLMAN, Arthur, The Saracens. (Story of the Nations.) N.Y., 

Putnam, 1887. 
Green, J. R., Short History of the English People. N.Y., Ameri- 
can Book Co., 1879. 

, The Conquest of England. N.Y., Harper, 1884. 

Grosvenor, E. a., Constantinople. Boston, Roberts Bros., 1895. 
GuizoT, F. P. G., Concise History of France. Boston, Estes, 

1879. 

, Popular History of France. 8 vols. Boston, Estes, 1885. 

Harrison, Frederic, Byzantine History in the Early Middle Ages. 

N.Y., Macmillan, 1900. 
, William the Silent. (Foreign Statesmen.) N.Y., Macmillan, 

1897. 
Hassall, Arthur, Louis XIV. (Heroes.) N.Y., Putnam, 1895. 
Hausser, Ludwig, The Period of the Reformation, 15 17-1648. 

N.Y., American Tract Society, n. d. 
Hazen, C. D., Contemporary American Opinion of the French 

Revolution (Johns Hopkins University Studies. Extra vol. 

XVI). Baltimore, 1897. 
Headlam, J. W., Bismarck. (Heroes.) N.Y., Putnam, 1899. 
Henderson, E. F., History of Germany in the Middle Ages. N. Y., 

Macmillan, 1894. 
, Select Historical Documents of the Middle Ages. N.Y., 

Macmillan, 1892. 

, Short History of Germany. 2 vols. N.Y., Macmillan, 1902. 

Hodgkin, Thomas, Charles the Great. (Foreign Statesmen.) 

N.Y., Macmillan, 1897. 
Hume, M. A. S., The Spanish People. (Great Peoples Series.) 

N.Y., Appleton, 1900. 
Hutton, W. H., Philip Augustus. (Foreign Statesmen.) N. Y., 

Macmillan, 1896. 



Town or Large School Library 135 

Jackson, S. M., Zwingli. (Heroes of the Reformation.) N.Y., 

Putnam, 1901. 
Jacobs, H. E., Martin Luther. (Heroes of the Reformation.) 

N.Y., Putnam, 1898. 
Janssen, J., History of the German People at the Close of the 

Middle Ages. 6 vols. St. Louis, Herder, 1 896-1903. 
Jenks, Edward, History of the Australasian Colonies. N.Y., Mac- 

millan, 1895. 
Jessopp, Augustus, The Coming of the Friars, and other Historic 

• Essays. N.Y., Putnam, 1890. 
Johnson, A. H., The Normans in Europe. (Epochs.) N.Y., 

Longmans, 1893. 
Johnston, R. M., Napoleon. N.Y., Barnes, 1904. 
Joinville, Jean Sieur de, Memoir of Louis IX. (Chronicles of 

the Crusades, Bohn.) N.Y., Macmillan. 
Jones, Guernsey, Civilization in the Middle Ages. Chicago, Ains- 

worth, 1900. 
JussERAND, J. J., English Wayfaring Life in the Middle Ages. 

N.Y., Putnam, 1889. 
Keary, C. F., The Vikings in Western Christendom. N.Y., Put- 
nam, 1 89 1. 
Keltie, J. Scott, The Partition of Africa. London, Stanford, 1893. 
Kirk, J. F., Charles the Bold. 3 vols. Philadelphia, Lippincott, 

I 864-1 868. 
KiTCHiN, G. W., History of France. 3 vols. Oxford, Clarendon 

Press, 1899. 
KosTLiN, Julius, Life of Luther. N.Y., Scribner, 1883. 
KovALEVSKY, Maxime, Russian Political Institutions. Chicago, 

University Press, 1902. 
KuGLER, Francis, Frederick the Great. London, Routledge, 1877 
Lane-Poole, Stanley, Saladin. (Heroes.) N.Y., Putnam, 1898. 
, The Moors in Spain. (Story of the Nations.) N.Y., Putnam, 

1899. 
, The Speeches and Table-Talk of the Prophet Mohammad. 

N.Y., Macmillan, 1882. 
Lanfrey, Pierre, History of Napoleon I. 4 vols. London, Mac- 
millan, I 87 I -I 879. 



I 36 Mediaeval and Modern European History 

Latimer, E. W., Europe in Africa in the Nineteenth Century. 

Chicago, McCkirg, 1895. 
Lavisse, Ernest, The Youth of Frederick the Great. Chicago, 

Scott, Fores man & Co., 1892. 
, General View of the Political History of Europe. N.Y., Long- 
mans, 1892. 
Lea, H. C, a History of the Inquisition of the Middle Ages. 

3 vols. N.Y., Harper, 1888. 
Lecky, W. E. H., The French Revolution (ed. Bourne). N.Y., 

Appleton, 1904. 
, History of England in the Eighteenth Century. 8 vols. Lon- 
don, Longmans, 1 878-1 890. 
Leroy-Beaulieu, Anatole, The Empire of the Tsars and the 

Russians. 3 vols. N.Y., Putnam, 1893- 1896. 
Locke, Clinton, Age of the Great Western Schism. (Ten Epochs 

of Church History.) N.Y., Scribner, 1896. 
Lodge, Richard, The Close of the JVIiddle Ages, 1273- 1494. 

(Periods of European History.) N.Y., Macmillan, 1901. 
, History of Modern Europe. N.Y., American Book Co., 

1901. . 

, Richelieu. (Foreign Statesmen.) N.Y., Macmillan, 1896. 

Longman, F. W., Frederick the Great and the Seven Years' War, 

(Epochs.) N.Y., Longmans, 1898. 
Lowell, A. Lawrence, Governments and Parties in Continental 

Europe. 2 vols. Boston, Houghton & Mifflin, 1896. 
Lowell, Edward J., The Eve of the French Revolution. Boston, 

Houghton & Mifflin, 1892. 
Lowell, F. C, Joan of Arc. Boston, Houghton & Mifflin, 1896. 
Luther, Martin, Table Talk. (Bohn.) N.Y., Macmillan, 1846. 
Macaulay, T. B., Essay on Frederick the Great. N.Y., Maynard, 

Merrill & Co., 1893. 
McCarthy, Justin, History of Our Own Times. 2 vols. N.Y., 

Harper, 1880. 
Mahan, a. T., Influence of Sea Power upon History, 1660-1783. 

Boston, Little, Brown & Co., 1890. 
, Influence of Sea Power upon the French Revolution and Em- 
pire. 2 vols. Boston, Little, Brown & Co., 1893. 



Town or Large School Library 137 

Marco Polo, Travels. N.Y., Cassell, 1886. Or, Brooks, Noah, 

The Story of Marco Polo. N.Y., Century, 1898. 
Masson, Gustave, Mediaeval France. (Story of the Nations.) N. Y., 

Putnam, 1888. 
MiLMAN, H. H., History of Latin Christianity. 8 vols, in 4. N.Y., 

Armstrong, 1899. 
MORFILL, W. R., Story of Poland. (Story of the Nations.) N. Y., 

Putnam, 1893. 
MORLEY, John, Rousseau. 2 vols. N.Y., Macmillan, 1873. 

, Voltaire. N.Y., Macmillan, 1900. 

Morris, W. G^onnor. The French Revolution and First Empire. 

N.Y., Scribner, 1894. 
Motley, J. L., Rise of the Dutch Republic. 3 vols. N.Y., 

Harper, 1856. 
, History of the United Netherlands. 4 vols. N.Y., Harper, 

1861-1868. 

, Life and Death of John of Barneveld. 2 vols. N.Y., 

Harper, 1874. 
-, Peter the Great. N.Y., Maynard, Merrill & Co., 1893. 



Muller, Wilhelm, Political History of Recent Times, translated 
by Peters. N.Y., American Book Co., 1882. 

MUNRO, D. C, A History of the Middle Ages. N.Y., Appleton, 1902. 

Myers, P. V. N., The Middle Ages. Boston, Ginn, 1903. 

, The Modern Age. Boston, Ginn, 1904. 

Norton, C. E., Church-building in the Middle Ages. N.Y., Harper, 
1880. 

Odysseus, Turkey in Europe. London, Arnold, 1900. 

Oliphant, Mrs. M. O. W., The Makers of Florence. N.Y., 
Macmillan, 1888. 

, The Makers of Venice. N.Y., Macmillan, 1888. 

, The Makers of Modern Rome. N.Y., Macmillan, 1895. 

Oman, C. W. C, The Art of War in the Middle Ages. N.Y., Put- 
nam, 1898. 

, The Dark Ages, 476-918. (Periods of European History.) 

N.Y., Macmillan, 1893. 

, Byzantine Empire. (Story of the Nations.) N.Y., Putnam, 

1892. 



138 Medieval and Modern European History 

Pastor, Ludwig, History of the Popes. 6 vols. St. Louis, Herder, 
1891-1898. 

Pears, Edwin, The Fall of Constantinople. N.Y., Harper, 1886. 

, The Destruction of the Greek Empire. N.Y., Longmans, 1903. 

Pennsylvania Translations and Reprints from the Origi- 
nal Sources of European History. 6 vols. Philadelphia, 
University of Pennsylvania. AlsoN.Y., Longmans, 1894-1899. 

Perkins, J. B., France under Louis XV. 2 vols. Boston, Hough- 
ton & Mifflin, 1897. 

, France under the Regency. Boston, Houghton & Mifflin, 

1892. 

, Richelieu. (Heroes.) N.Y., Putnam, 1900. 

Perry, Frederick, St. Louis. (Heroes.) N.Y., Putnam, 1901. 

Phillips, W. A., Modern Europe, 181 5-1899. (Periods of Euro- 
pean History.) N.Y., Macmillan, 1901. 

Ploetz, Carl, Epitome of Ancient, Mediccval, and Modern History. 
Boston, Houghton & Mifflin, 1884. 

Poole, R. L., Wycliffe and Movements of Reform. (Epochs of 
Church History.) N.Y., Longmans, 1889. 

Prescott, W. H., History of the Reign of Ferdinand and Isabella. 
3 vols. (Bohn.) N.Y., Macmillan, 1853. 

Probyn, J. W., Italy, 1815-1890. N.Y., Cassell, 1891. 

PuTZGER, F. W., Historischer Schul-Atlas. American edition. N.Y., 
Lemcke & Buechner, 1904. 

Rambaud, Alfred, Popular History of Russia. 3 vols. Boston, 
Estes, 1880. 

Rashdall, H., The Universities of Europe in the Middle Ages 
(2 vols, in 3 pts.). Oxford, Clarendon, 1895. 

Reinsch, Paul S., Colonial Government. N.Y., Macmillan, 1902. 

, World Politics. N. Y., Macmillan, 1900. 

Remusat, Madame de, Memoirs. London, Low, 1880. 

Robertson, W., Charles the Fifth, edited by Prescott. 3 vols. 
London, iRoutledge, 1857. 

Robinson, J. H., An Introduction to the History of Western 
Europe. Boston, Ginn, 1903. 

, Readings in European History. Boston, Ginn. In Press 

(1904). 



Town or Large School Library 139 

Ropes, John C, The First Napoleon. Boston, Houghton & Mif- 
flin, 1885. 

Rose, J. Holland, Napoleon I. 2 vols. N.Y., Macmillan, 1901- 
1902. 

, The Revolutionary and Napoleonic Era, 1789-18 15. (Cam- 
bridge Historical Series.) N.Y., Macmillan, 1894. 

ROSEBERY, Lord, Napoleon, The Last Phase. N.Y., Harper, 1900. 

Sabatier, Paul, Life of St. Francis of Assisi. N.Y., Scribner, 
1894. 

St. Francis, The Legend of St. Francis by the Three Companions ; 
The Mirror of Perfection; and The Little Flowers. (Temple 
Classics.) N.Y., Macmillan, 1898-1903. 

Say, Leon, Turgot. (Great French Writers, translated by Mas- 
son.) London, Routledge, 1888. 

SCHAFF, Philip, History of the Christian Church. 6 vols. N.Y., 
Scribner, 1 882-1 892. 

Schuyler, Eugene, Peter the Great. 2 vols. N.Y., Scribner, 1884. 

Seebohm, F., The Era of the Protestant Revolution. N.Y., Long- 
mans, 1890. 

, The Oxford Reformers (3d ed.). N.Y., Longmans, 1887. 

Seeley, J. R., Expansion of England. Boston, Little, Brown 
& Co., 1889. 

, Life and Times of Stein. 2 vols. Boston, Little, Brown 

& Co., 1879. 

, Napoleon the First. Boston, Little, Brown & Co., 1886. 

Seignobos, Charles, The Feudal Regime, translated by Dow. 
N.Y., Holt, 1902. 

, Political History of Europe since 18 14, translated by Mac- 
vane. N.Y., Holt, 1899. 

Sergeant, Lewis, The Franks. (Story of Nations.) N.Y., Put- 
nam, 1898. 

, Wyclif. (Heroes.) N.Y., Putnam, 1893. 

Simpson, Samuel, Zwingli. N.Y., Baker & Taylor, 1902. 

Slatin, R. C, Fire and Sword in the Sudan. (Popular edition.) 
N.Y., Lane, 1897. 

Sloane, W. M., Life of Napoleon Bonaparte. 4 vols. N.Y., Cen- 
tury, 1897. 



140 Mediaeval and Modern European History 

Smith, Justin H., The Troubadours at Home. 2 vols. N.Y., Put- 
nam, 1899. 
Smith, Munroe, Bismarck and German Unity. N.Y., Macmil- 

lan, 1898. 
Stanley, Henry M., How I Found Livingstone. N.Y., Scribner, 

1884. 

, Tlirough the Dark Continent. 2 vols. N.Y., Harper, 1878. 

, In Darkest Africa. 2 vols. N.Y., Scribner, 1890. 

Statesman's Year Book, edited by J. S. Keltie. N.Y., Mac- 

millan, annual. 
Stephens, H. Morse, Revolutionary Europe, 1789-18 15. (Periods 

of European History.) N.Y., Macmillan, 1893. 
Stephens, W. R. W., Hildebrand. (Epochs of Church History.) 

N.Y., Longmans, 1888. 
Stillman, W. J., The Union of Italy, 181 5-1895. (Cambridge 

Historical Series.) N.Y., Macmillan, 1898. 
Sully, Due de, Memoirs. 4 vols. (Bohn.) N.Y., Macmillan, 

1856. 
Symonds, J. A., Short History of the Renaissance in Italy, edited 

by Pearson. N.Y., Holt, 1894. 

, The Renaissance in Italy. 7 vols. N.Y., Holt, 1898-1899. 

Taine, H. a., The Ancient Regime, translated by Durand. N.Y., 

Holt, 1896. 
Talleyrand, Prince, Correspondence with Louis XVIII during 

the Congress of Vienna, edited by Pallain. N.Y., Harper, 

1881. 
Thatcher, O. J., and Schwill, F., Europe in the Middle Age. 

N.Y., Scribner, 1896. 
Thayer, William R., Throne-Makers. Boston, Houghton & 

Mifflin, 1899. 
Tocqueville, Alexis de. The Old Regime and the Revolution. 

N.Y., Harper, 1856. 
Tout, T. F., The Empire and the Papacy, 918-1272. (Periods of 

European History.) N.Y., Macmillan, 1898. 
ToYNBEE, Arnold, The Industrial Revolution of the Eighteenth 

Century in England. N.Y., Longmans, 1890. 
Trench, R. C, Gustavus Adolphus. N.Y., Macmillan, 1892. 



Town or Large School Library 141 

TuTTLE, Herbert, History of Prussia. 4 vols. Boston, Hough- 
ton & Mifflin, 1 884-1 896. 
Van Dyke, J. C, Text-book of the History of Painting. N.Y., 

Longmans, 1895. 
Vasari, G., Lives of the Most Eminent Painters, Sculptors, and 

Architects. 8 vols. (Temple Classics.) N.Y., Macmillan, 

1900. 
ViOLLET-LE-Duc, E. E., Annals of a Fortress. Boston, Osgood, 

1876. 
Wakeman, H. O., The Ascendency of France, 1598-1713. (Periods 

• of European History.) N.Y., Macmillan, 1894. 
Warburton, W. p., Edward IIL (Epochs.) N.Y., Longmans, 

1887. 
West, A. F., Aicuin and the Rise of the Christian Schools. N.Y.j 

Scribner, 1892. 
West, W. M., Modern History. Boston, Allyn & Bacon, 1904. 
Whitcomb, M., a History of Modern Europe. N.Y., Appleton, 

1903. 
, Literary Source Books of the Italian Renaissance and German 

Reformation. 2 vols. Philadelphia, University of Pennsylvania, 

1899. 
Whitman, Sidney, Austria. (Story of the Nations.) N.Y., Putnam, 

1899. 
WiLLERT, P. F., Henry of Navarre. (Heroes.) N.Y., Putnam, 

1900. 

, Mirabeau. (Foreign Statesmen.) N.Y., Macmillan, 1889. 

Young, Arthur, Travels in France, 1787-1789. (Bohn.) N.Y., 

Macmillan, 1889. 



142 Mediaeval and Modern European History 



2 « 



GENERAL SURVEY OF THE FIELD 

MEDIEVAL AND MODERN EUROPEAN 
HISTORY, 800-1900 A.D. 



4-1 <u 
C X 



eL,;^; 



I. 

The Carolingian 
Empire and the 
Rise of Feudal- 
ism, to the 
Tenth Century. 



IL 

The Papacy and 
the Beginning 
of the New 
German-Roman 
Empire, to 1254. 



in. 

The Formation 
of France, to 
1328. 



1. The development of the Christian 

church. 

2. The consolidation of the Frankish 

kingdom, to 768. 

3. The wars and conquests of Charle- 

magne . 

4. The founding of the empire of 

Charlemagne, 800 a.d. 

5. The decline of the Carolingian 

empire, and the formation of 
separate monarchies. 

6. The beginnings of feudalism. 



Germany and Italy, to the death of 
Otto the Great, 973. 

The struggle over the right of in- 
vestiture, to 1 122. 

Fi'ederick I (Barbarossa), 1152- 
1190. 

Innocent III and his position in 
Christendom, 1 1 98-1 2 1 6. 

Frederick II and the fall of the 
Hohenstaufen. 



10. 



II, 



ri2. 



13- 



14. 



The rise of the Capetian dynasty, 

to 1 180. 
France under Philip Augustus and 

St. Louis, 1 180-1270. 
Philip the Fair, 1285-1314, and 

Pope Boniface VIII, 1294-1303. 



O <J 



lO 



General Survey of the Field 143 

GENERAL SURVEY OF THE ¥lKhT> — Conthttied "5^ 



MEDIEVAL AND MODERN EUROPEAN 
HISTORY, 800-1900 A.D. 



IV. 
The East and 
the Crusades, 
. 1096-1270. 



V. 

Christian and 

Feudal 

Civilization. 



VI. 
The Era of the 
Renaissance, 
Fourteenth and 
Fifteenth 
Centuries. 



15 
16, 

I?. 



18. 
19. 

20. 

21. 

24. 
25. 

[26. 

27. 



29. 

31- 
32. 
33- 



The East before the Crusades. 
The First Crusade, 1096- 1099. 
The Kingdom of Jerusalem and 

the Second Crusade. 
The Third and Fourth Crusades. 
The end of the Crusades. 

The church in the thirteenth cen- 
tury. 

Mediaeval schools and universities. 

The life of the military classes. 

Peasant life. 

Towns and town life. 

Mediaeval commerce. 

Germany and the Empire, 1273- 
1493- 

France in the fourteenth and fif- 
teenth centuries ; the Hundred 
Years' War. 

The consolidation of Spain into a 
powerful monarchy. 

Political and social conditions in 
Italy in the fourteenth and fif- 
teenth centuries. 

The beginning of the Renaissance 
in Italy ; the revival of learning. 

The fine arts during the Renais- 
sance. 

The age of the great discoveries and 
inventions. 

Reforming movements of the fif- 
teenth century. 






144 Mediaeval and Modern European History 



GENERAL SURVEY OF THE FIELD — Contimied 1 









MEDIEVAL AND MODERN EUROPEAN 
HISTORY, 800-1900 A.D. 



2 « 



■t-t V 

a X 



fs;^ 







34. 


The eve of the Reformation in 
Germany. 


I 






35- 


The Lutheran Reformation, to 1525. 


T 






36. 


Charles V and the Reformation in 
Germany, 1 526-1 555. 


I 




VII. 


37- 


The Zwinglian Reformation in 






The Protestant 




Switzerland, to 1531. 


I 


T r 


Revokition and 


38. 


John Calvin and his work. 
Rise of Protestantism in France, 
to 1572. 




15 


the Wars of 


39- 


3 




Religion, 1517- 








1648. 


40. 
41. 

42. 


France under Henry IV. 

The Catholic Reformation and the 

Jesuits. 
The Revolt of the Netherlands, 

I 568-1 648. 


I 
I 
2 






.43- 


The Thirty Years' War, 1618-1648. 


3 




VIII. 
The Ascendency 
of France and 
the Age of 
Louis XIV. 


44. 


Richelieu and the establishment 




5 


45- 
46. 

.47- 


of the absolute monarchy. 

Louis XIV and his court. 

The people ; Colbert and his re- 
forms. 

Louis XIV's wars. 


I 

I 

I 
2 






^48. 


The formation of the Russian em- 






IX. 




pire ; Peter the Great. 


2 




The Rise of 


49. 


The expansion of Russia in the 






Russia, Prussia, 




eighteenth century. 


I 


8 


and of Colonial - 


50. 


The beginnings of the Pmssian 






Interests. The 




state, 1 640- 1 740. 


I 




Age of Frederick 


51- 


Frederick the Great, 1 740-1 786. 


2 




the Great. 


52. 


Frederick the Great in time of peace. 


I 






.53- 


The expansion of England. 


I 



General Survey of the Field 



^'^S 



O i) 

o'S 

w V 
C X 



GENERAL SURVEY OF THE FIELD — Confim/ed 1 



MEDIEVAL AND MODERN EUROPEAN 
HISTORY, 800-1900 A.D. 



ii u 






c2:;zi 














'54- 


The abuses and evils of the Old 
Regime. 


I 




• 


55- 


Growth of a revolutionary spirit 
before 1789. 


I 






56. 


Louis XVI and attempts at reform. 


I 




X. 

The French 
Revolution, 
1 789-1 795. 


57- 


The beginning of the Revolution, 




8 


58. 


and destruction of the Old Re- 
gime. 
The attempt to make a constitu- 
tion, 1 789-1 791. 


I 
I 






59- 


The failure of the constitution and 
fall of the monarchy, 1 791-1792. 


I 






60. 


The first French Republic and the 
war against Europe, 1792- 1793. 


I 






61. 


The Reign of Terror, 1 793-1 794. 


I 






62. 


France in 1795. 


I 






63- 


General Bonaparte in Italy and 






XI 




Egypt, 1796-1799- 


I 


10 


Napoleon Bona- 
parte and the 
Napoleonic 
Wars, 


64. 
65. 
66. 


Bonaparte as Consul, 1 799-1 804, 
The Napoleonic empire, 1804. 
Napoleon's campaigns from Aus- 
terlitz to Tilsit, 1 805-1 807. 


I 
I 

2 




1795-1815. 


67. 
68. 


The national uprisings against 

Napoleon, 1808-1812. 
The downfall of Napoleon, 1813- 


-7 






- 


1815. 


2 



146 Mediaeval and Modern European History 



GENERAL SURVEY OF THE ¥\Y.\JD — Contimced ^ 



y O 



MEDIEVAL AND MODERN EUROPEAN 
HISTORY, 800-1900 A.D. 



O 1) 



c X 



P-,2 



xn. 

Growth of 
Nationality, 
Democracy, and 
Liberty in the 
Nineteenth 
Century. 



^ 69. The Congress of Vienna and Met- 
ternich's system of absolutism. 
JO. The Paris Revolutions of 1830 and 
1848. 

71. France under Napoleon III and 

the Third Republic. 

72. The unification of Italy. 

y^,- The struggle for liberty and unity 
in Germany, 1815-1858. 

74. The foundation of the German 

empire under Bismarck and 
William I (1858-1888). 

75. Austria-Hungary under Francis 

Joseph I, 1 848-. 

76. Turkey and the Eastern Question. 
jj. The development of Russia in the 

nineteenth century. 

78. The expansion of Europe. 

79. The material progress of the nine- 

teenth century. 



Outline of European History 147 

OUTLINE OF MEDIEVAL AND MODERN 
EUROPEAN HISTORY 

I. The Carolingian Empire and the Rise of Feudalism. 
I. The Development of the Christian Church. 

a. Why the early Christians were persecuted. 

b. The influence of Constantine upon the Church. 

c. The first great Popes : Leo the Great, 440-461 ; Gregory 

the Great, 590-604. 

d. Growth of the power of the Popes, to the 7th century. 
References : 

Robinson, History of Western Europe, 18-21. Emer- 
ton, Introduction to the Middle Ages, 93-113 (particu- 
larly good and adequate). See also sections 61 and 65 
of the Outline of Ancietit History. 
Additiofial Topic : 

The rise of Mohammedanism. Gilman, The Sara- 
cens, Story of the Nations Series, 78-207. (The book 
reads like a romance.) Lane-Poole, Speeches and 
Table-Talk of the Prophet Mohammad, introduction. 
See also Outline of Ancient History^ pp. 111-112. 

It will be seen that this and the following section do not fall within the 
limits of the period under consideration (a.D. 800-1900), yet a knowledge of 
them is absolutely essential. Many teachers may prefer to impart this knowl- 
edge by an informal lecture or talk ; and once more attention is called to the 
fact that an oral narrative sometimes gives the best possible supplementary 
material. Or a review may be made of sections 61, 65, and 66 of the Outline 
of Ancient History. 

2. The Consolidation of Various German Tribes into 
THE Frankish Kingdom, to 768. 

a. The wars and conquests of Clovis and his sons. 

b. The conversion of the Franks to Christianity and the 

iinportance of that event. 

c. The rise of the Mayors of the Palace and the overthrow 

of the Merovingian dynasty. 

d. The rule of Pippin, 752-768, and its importance. 



148 Mediaeval and Modern European History 

References : 

Brief Accounts : Robinson, History of Western Eu- 
rope, 34-38, 67-68, j2-y6. Myers, Middle Ages, 21-24, 
34-36, 1 17-120. Henderson, Short History of Germany, 
1, 11-26. Or see references in section 66 of the Outline 
of Ancient History. 

Longer Accounts : Adams, Growth of the French 
Nation, 25-43. Emerton, Introduction to the Middle 
Ages, Chs. vii, x, xii. Bemont and Monod, Medieval 
Europe, Chs. v, xii. Thatcher and Schwill, Europe in 
the Middle Age, 84-88, 97-101, 106-114. Hodgkin, 
Charles the Great, 5-82. Sergeant, The Franks (Story 
of the Nations Series), 101-206. Davis, Charlemagne, 
18-50 (particularly useful and interesting). 

Sources: Eginhard's Charlemagne (Harper ed.), 15- 
20. Henderson, Select Historical Documents of the 
Middle Ages, 169-170, 176-189. 
Additional Topic : 

The ordeal as a legal proof of guilt or innocence. 
Emerton, Introduction to the Middle Ages, 81-87. Uni- 
versity of Pennsylvania Translations and Reprints, IV, 
No. 4. Henderson, Documents, 268-269, 314-319. 
3. The Wars and Conquests of Charlemagne. 

a. The interference in Lombardy and its results, 772-774. 
d. The subjugation of the Saxon people, 772-802. 
c. The minor wars. 

Brief Accounts : Robinson, History of Western Europe, 
77-83. Kitchin, History of France, I, 125-1 31. Thatcher 
and Schwill, Europe in the Middle Age, 1 14-126. 

Longer Accounts : Oman, Dark Ages, 343-356. Emer- 
ton, Introduction to the Middle Ages, 180-213. Davis, 
Charlemagne, 51-154. Hodgkin, Charles the Great, Chs. 
v-ix. 
Additional Topic: 

Personal characteristics of Charlemagne. Eginhard's 
Life of Charlemagne tells us practically all that we know 
on this point. See also Kitchin, History of France, 



Outline of European History 149 

I. 1 18-125; Davis, 232-257 ; Hodgkin, 85, 216-217, 222- 
226. 

4. The Founding of the Empire of Charlemagne, 800 a.d. 

a. The imperial coronation in Rome and its meaning. 

b. The methods employed to govern and administer the 

empire. 

c. The encouragement of learning, literature, and art. 

Brief Accounts : Thatcher and Schwill, Europe in the 
Middle Age, 126-139 (particularly good). Henderson, 
Short History, I, 29-38. Munro, History of the Middle 
Ages, 11-18. Emerton, Introduction to the Middle Ages, 
214-235. Oman, Dark Ages, 369-382. Lavisse, General 
View, 21-29. 

Longer Accounts : Bryce, Holy Roman Empire, 34-75. 
Adams, Civilization during the Middle Ages, 154-169. 
Davis, Charlemagne, 187-231 (very readable). 

Sources: Henderson, Documents, 170-171, 189-201. 
University of Pennsylvania Translations and Reprints, 
VI, No. 5 (see also discussion of accounts of the coro- 
nation in Bryce, Holy Roman Empire, 53-58). 
Map Work: 

Boundaries of the empire of Charlemagne. Emerton, 
Introduction to the Middle Ages, 180 (cf. 209-211). 
Gardiner, School Atlas of English History, No. 6. 
Putzger, Atlas, No. 14. Adams, European History, 168. 
Botsford, Ancient History, 459. West, Ancient History, 
518. 
Additional Topics : 

A. Charlemagne's conception of the duties of an 
emperor (as shown in the capitulary of the year 802). 
Henderson, Documents, 170-171, 189-201. 

B. The Palace School. West, Alcuin, ch. iii. Davis, 
Charlemagne, 168-174. Guizot, France, I, 246-247. 

5. The Decline of the Carolingian Empire, and the 

Formation of Separate Monarchies. 
a. Character of Louis the Pious as a reason for the decline 
of the empire. 



150 Medieval and Modern European History 

b. The quarrels of Louis the Pious with his sons. 

c. The events that led to the treaties of Verdun and of 

Mersen ; terms of the treaties. 

d. The last Carolingians in Germany and in France. 

Brief Accounts : Thatcher and Schwill, 140-155. Rob- 
inson, History of Western Europe, 92-103, 1 20-121. 
Henderson, Short History, I, 38-45. Bemont and Monod, 
Medieval Europe, 211-227 (very good). Adams, Euro- 
pean History, 175-184. 

Longer Accounts : Emerton, Mediaeval Europe, 13-40, 
405-414. Sergeant, The Franks, 298-319. Oman, Dark 
Ages, 382-445. Kitchin, France, I, 171-187. Adams, 
Civilization during the Middle Ages, 170-193. 

Source: Henderson, Documents, 171-172, 201-207. 
Additional Topic: 

The Strassburg Oaths. Emerton. Munro. 
Special Map Work: 

The boundaries of the three kingdoms at the Treaty 
of Verdun. Myers, 130. Thatcher and Schwill, 146. 
West, Modern History, 10. Putzger, Atlas, No. 14. 
6. The Beginnings of Feudalism. 

a. Definition of the terms benefice and vassalage, and ex- 

planation of the fief as the central institution of feu- 
dalism. 

b. Lord, vassal, and sub-vassal, and their respective duties, 

rights, and privileges. 

c. Importance of feudalism from a military, financial, admin- 

istrative, and social point of view. 

Brief Accounts : Earned, History for Ready Reference, 
V, 3745 (article " Feudal System," compiled by Hender- 
son). Thatcher and Schwill, 215-229. Myers, Middle 
Ages, 162-180. Bemont and Monod, 246-257. Robin- 
son, 104-119. Adams, European History, 185-191. 
Munro, History of the Middle Ages, 40-50. 

Longer Accounts: Emerton, Introduction to the Middle 
Ages, 236-255. Emerton, Mediaeval Europe, 478-495. 
Adams, Civilization, Ch. ix. Seignobos, The Feudal 



Outline of European History i 5 i 

Regime (translated by Dow). West, Modern History, 

22-38. 
Additional Topic : 

The Vikings or Norsemen : their raids and their 

settlements. Myers, Middle Ages, 147-148, 189-191. 

Bemont and Monod, 231-234, 237-240, 290-291. Tout, 

103-109, 114-115, 1 1 7-1 18. Emerton, Mediaeval Europe, 

223-229. Oman, 414-421, 501-503. Kitchin, I, 171-179. 

West, 13-21. Keary, Vikings in Western Christendom. 

Green, Conquest of England. 
II, ■ The Papacy and the Beginning of the Nevr German- 
Roman Empire. 

7. Germany and Italy, to the Death of Otto the 

Great, 973. 
a. Stem-duchies and first elective kings (Henry I, 919-936). 
d. Revival of the empire by Otto the Great, 962. 

Brief Accounts: Robinson, 148-153 (with good map). 
Bemont and Monod, 268-278. Thatcher and Schwill, 
164-178. Henderson, Short History, I, 49-54. West, 
Modern History, 55-69. 

Longer Accounts : Emerton, Mediaeval Europe, 90-148 
(with map). Tout, Empire and Papacy, 12-47. Bryce, 
Holy Roman Empire, 76-88, 133-149. Henderson, 
Germany in the Middle Ages, 1 19-137. 

Special Map Work: 

Map showing the stem-duchies and the boundaries of 
the empire of Otto I. Emerton, Mediaeval Europe, 148. 
Or, Europe in 962 A.D. Munro, History of Middle Ages, 
52. 
Additional Topic: 

Comparison of Charlemagne and Otto I. Emerton, 
Mediaeval Europe, 141-143. 

8. The Struggle over the Right of Investiture, to 1122. 

a. The Papacy in the ninth and tenth centuries ; beginning 

of interference by Otto I. 

b. Church and state under Henry III ; his character and 

plans ; prevalent evils in the Church. 



152 Mediaeval and Modern European History 

c. Causes and beginnings of tlie struggle for the right of 

investiture: the youth and education of Henry IV; 
increasing power of the Papacy, 1059-1073; impor- 
tance of tlie ceremony of investiture. 
Brief Accounts: Robinson, 153-166. Tout, 60-64, 

120-123. Henderson, Short History, I, 54-61. Article 

in Larned, History for Ready Reference, V, 3794-3796. 

Bemont and Monod, 286-294. 

Longer Accounts: Emerton, Mediaeval Europe, 194- 

209, 212-240. Bryce, 133-163. Henderson, Germany 

in the Middle Ages, 189-201. 

Source: Henderson, Documents, 361-367. 

d. The struggle at its height, 1073-1077: phases of the 

Saxon rebellion and effect on Henry's policy ; demands 

of Gregory VII ; the ban ; necessity for its removal ; 

the pilgrimage to Canossa. 

Brief Accounts : Bemont and Monod, 291-296. Rob- 
inson, 164-169. Thatcher and Schwill, 257-271. Hen- 
derson, Short History, I, 61-68. West, 74-83. 

Longer Accounts : Emerton, Mediaeval Europe, 240- 
255. Tout, 123-132. Stephens, Hildebrand. 

Source : Henderson, Documents, 367-385. 
e. The end of the struggle : its course to the death of 

Gregory VII ; last years of Henry IV's reign ; Henry V 

and Pope Paschal II ; the Concordat of Worms, 1122. 

Brief Accounts: Robinson, 169-172. Bemont and 
Monod, 294-300. Henderson, Short History, I, 68-75. 
Emerton, Mediaeval Europe, 256-269. 

Longer Accounts : Tout, 132-150. Henderson, Germany 
in the Middle Ages, 201-227. 

Source : Henderson, Documents, 388-409. 
Additional Topics : 

A. The titles and pretensions of a mediaeval emperor. 
Bryce, 182-203. Henderson, Documents, 357, 410-419 
(Frederick Barbarossa's defence of imperial claims). 

B. The quarrel between Gregory VII and Henry IV, 
as seen through their own letters (Gregory's accusations 



Outline of European History 153 

and Henry's counter-accusations ; Gregory's claim of 
papal superiority). Henderson, Documents, 351-354, 
367-388. 

C. Hildebrand's ideas of the powers of a Pope. Emer- 
ton. Henderson. Stephens. 
Frederick I (Barbarossa), 1152-1190. 

a. Beginning of the struggle with the Lombard communes : 

rise of the Italian communes ; the Roncaglian decrees ; 

the sieges of Milan. 

Brief Accounts: Robinson, 173-179. Bemont and 
Monod, 303-312. Henderson, Short History, I, 78-82. 
Bryce, 167-181. 

Longer Accounts: Emerton, Mediaeval Europe, 282- 
292, 298-302. Henderson, Germany in the Middle Ages, 
246-259, 269-273. Symonds, Age of the Despots, 32-66. 
Tout, 249-265 (covers this and the next two topics). 
Freeman, Frederick I (Historical Essays, First Series). 

b. Beginning of the struggle with the Popes : quibbles with 

Adrian IV ; election of Alexander III ; council of 

Pavia. 

Brief Accounts : As above {a). Henderson, Short His- 
tory, I, 79-86. Thatcher and Schwill, 281-295. 

Longer Accounts : Balzani, The Popes and the Hohen- 
staufen, 29-79. Henderson, Germany in the Middle 
Ages, 250-269. 

c. The end of Frederick's struggles in Italy : the Lombard 

League ; the peace of Venice ; Henry the Lion. 
Brief Accounts : As above. 

Longer Accounts : Emerton, 302-312. Balzani, 80-98. 
Henderson, Germany in the Middle Ages, 269-283. 
Source : Henderson, Documents, 420-430. 
Additional Topics : 

A. The Besan9on episode between Frederick Barba- 
rossa and Adrian IV. Henderson, Documents, 410- 
419. 

B. Arnold of Brescia. Emerton, 293-297, 454-456. 
Bemont and Monod, 306-308. 



1 54 Mediaeval and Modern European History 

10. Innocent III and his Position in Christendom, i 198-1216. 

a. Innocent and Aragon. 

b. Innocent and England. 

c. Innocent and France. 

d. Innocent and the empire : the rival rulers of Germany 

and the battle of Bouvines, 12 14. 

Brief Accounts: Robinson, 181-184. B^mont and 
Monod, 321-326. Thatcher and Schwill, 300-307. 

Longer Accounts: Emerton, Mediaeval Europe, 316- 
343. Tout, 313-335. Balzani, Popes and the Hohen- 
staufen, 122-156. Henderson, Germany in the Middle 
Ages, 334-347- 

11. Frederick II and the Fall of the Hohenstaufen. 

a. Reign of the Emperor Henry VI : the acquisition of 

Sicily ; capture of Richard of England ; Henry's ambi- 
tious plans. 

Brief Accounts: Tout, 304-312. Emerton, Mediaeval 
Europe, 314-316. B^mont and Monod, 319-321. Hen- 
derson, Short History, 90-92. 

Longer Accounts : Henderson, Germany in the Middle 
Ages, 291-317. Balzani, Popes and the Hohenstaufen, 
99-121. 

b. Frederick II and Gregory IX : causes of enmity ; the 

crusade and its results ; progress of hostilities to the 

death of Gregory IX, 124 1. 

Brief Accounts : Henderson, Short History, I, 92-98. 
Emerton, 343-350. Munro, History of the Middle Ages, 
193-197. 

Longer Accounts : Henderson, Germany in the Middle 
Ages, 345-366, 375-384. Balzani, 172-202. Tout, 

358-385- 

c. Frederick II and Innocent IV : Frederick's misfortunes 

and death ; the last of the Hohenstaufen dynasty. 

Brief Accounts : Emerton, 350-356. Henderson, Short 
History, I, 98-101. Tout, 385-392,478-488. 

Longer Accounts : Henderson, Germany in the Middle 
Ages, 385-397. Balzani, Popes and the Hohenstaufen, 



Outline of European History 155 

203-220 (Innocent IV), 221-256 (the last Hohen- 
staufen) . 
Additional Topics : 

A. The personality of the Emperor Frederick II : his 
appearance, ability as a ruler, legislation, religious views, 
amusements, interest in science and art. Freeman, 
Essays, First Series. Kington, Frederick II. 

B. A mediaeval troubadour. Justin H. Smith, The 
Troubadours at Home. 

III. The Formation of France, to 1328. 

12. The Rise of the Capetian Dynasty, to 1180. 

a. The great fiefs of France. 
d. The accession of Hugh Capet, 987. 
c. The reigns of Louis VI, 1 108-1 137, and Louis VII, 1 137- 
1180. 

Brief Accounts: Robinson, 120-132. Thatcher and 
Schvvill, 484-487. Emerton, Mediaeval Europe, 401-405, 
414-423. Munro, 64-72, 206-208. Adams, Civilization, 
311-318. Adams, European History, 195-196, 224- 
229. 

Longer Accounts : Adams, French Nation, 54-88. Be- 
mont and Monod, 391-404. Tout, 82-92, 274-294, 393- 
404. Kitchin, France, I, 192-193, 255-284, 292-306. 
Guizot, Popular History of France, Chs. xiii-xiv. 
Additional Topic : 

The Norman Conquest of England : William in Nor- 
mandy ; preparations for conquest ; the invasion ; results 
of conquest for France. Johnson, Normans in Europe 
(Epochs Series), 86-91, 1 16-125. Kitchin, France, I, 
212-215. Green's and Gardiner's Histories of England. 
Myers, Middle Ages, 189-200. Freeman, Short History 
of the Norman Conquest. See Outline of English His- 
tory, p. 238. 

13. France under Philip Augustus and St. Louis, i 180-1270. 

a. The extension of the king's domain. 

b. The development of the central government. 

c. St. Louis as a king and a saint. 



156 Medieval and Modern European History 

Brief Accounts: Robinson, 1 25-131. Adams, Euro- 
pean History, 226-229. Munro, 208-212. 

Longer Accounts: Adams, French Nation, 81-95. 
Emerton, Mediaeval Europe, 421-433. Tout, Empire 
and Papacy, 393-427. Hutton, Pliilip Augustus. Perry, 
St. Louis. Guizot, France, Ch. xviii. 

Source : Joinville, Life of St. Louis (in Chronicles of the 
Crusades). See especially 357-367, 516-526. (Extracts 
in West, 48-50.) 
Special Map Work : 

France under Philip Augustus, showing chief divisions 
of France and territory acquired during his reign. 
Robinson, 129. Thatcher and Schwill, 487. Gardiner, 
Atlas, Nos. II, 12. 
14. Philip the Fair of France, 1285-1314, and Pope Boni- 
face VIII, 1294-1303. 
a. Powef of the Papacy; causes of the quarrel between 

Boniface and Philip. 
d. Progress of the quarrel. 

c. Death of Boniface. 

d. The power of the king at the close of the quarrel ; the 

Estates-General of 1302. 

e. The Papacy at Avignon. 

Brief Accounts : Adams, French Nation, 96-103. Poole, 
Wycliflfe and the Movements of Reform, i-io. Lodge, 
Close of the Middle Ages, 27-31, 155-162. Fisher, His- 
tory of the Christian Church, 240-250. 

Longer Accounts: Kitchin, I, 367-391. Milman, Latin 
Christianity, VI, 210-214, 255-275, 282-289, -99-357- 
Creighton, History of the Papacy, I, 28-57. Locke, 
Great Western Schism (Epochs of Church History), 
1-71. Guizot, France, Ch. xviii. 

Source : Henderson, Documents, 349-350, 432-437. 
Additional Topic : 

The career of Rienzi at Rome. Oliphant, The Makers 
of Rome. Robinson and Rolfe, Petrarch, 341-357. 



Outline of European History 157 

IV. The East and the Crusades, 1096-1270. 

15. The East before the Crusades. 

a. The Eastern Empire. 

Brief Accounts : Munro, 95-104. Bdmont and Monod, 
336-347. West, 98-102. 

Longer Accounts: Tout, 151-167. Gibbon, Decline 
and Fall of the Roman Empire, Ch. liii. Harrison, 
Byzantine History in the Early Middle Ages. Oman, 
Story of the Byzantine Empire. Odysseus, Turkey in 
Europe. 

Sources : Liutprand's account of his mission to Con- 
stantinople. Henderson, Documents, 441-477. 

b. Saracen civilization. 

Brief Accounts : Munro, 86-94. Thatcher and Schvvill, 
356-361. 

Longer Accounts : Bemont and Monod, 148-166. 
Source : The Arabian Nights. 

c. The coming of the Seljuk Turks. 

Brief Accounts: Munro, 93-94, 103-104. Tout, 167- 

175- 
Longer Account : Gibbon, Decline and Fall of the 

Roman Empire, Ch. Ivii. 

Additional Topics : 

A. Constantinople in the Middle Ages. Gibbon, 
Ch. xvii (beginning). Hutton, Constantinople (Medi- 
aeval Towns Series). Grosvenor, Constantinople. 

B. Mediaeval Pilgrimages. Jusserand, English Way- 
faring Life in the Middle Ages, 338-403. 

16. The First Crusade, 1096-1099. 

a. General causes and occasion for a crusade. 

b. The council of Clermont, 1095. 

c. The armies on the march. 

d. Achievements of the crusade. 

Brief Accounts : Earned, History for Ready Reference, 
V, 3739. Bemont and Monod, 348-355. Robinson, 
187-194. Emerton, 358-366. Tout, 177-184. Munro, 
104-111. , 



158 Mediaeval and Modern European History 

Longer Accounts : Cox, Crusades, 39-77. Thatcher 
and Schwill, 367-383. Kitchin, France, I, 216-240. 
Archer and Kingsford, The Crusades, 1-107. Adams, 
Civilization, 258-270. 

Source : Pennsylvania Reprints, I, No. 2 (speech of 
Urban II). 

Imaginative Literature : W. S. Davis, God Wills It ! 

17. The Kingdom of Jerusalem and the Second Crusade. 

a. The rulers, the form of government, and the general con- 

dition of the Kingdom of Jerusalem. 

b. The fall of Edessa and the preaching of St. Bernard. 

c. The Second Crusade: the expeditions of Conrad III of 

Germany and Louis VII of France. 

d. The religious-military orders : Templars, Hospitallers, 

Teutonic Knights. 
Refer eiices : 

Brief Accounts: Tout, 184-193. Emerton, 366-377. 
Bemont and Monod, 355-362. Henderson, Germany in 
the Middle Ages, 240-243. Kitchin, France, I, 267-272. 
Munro, 111-115. 

Longer Accounts : Thatcher and Schwill, 383-405. 
Cox, 77-97. Archer and Kingsford, Crusades, 109-129 
(the land and its organization) ; 130-168 (conquest of 
the land) ; 188-206 (the kingdom at its zenith) ; 207- 
221 (Second Crusade). Henderson, Short History, I, 
1 72-1 8 1 (Teutonic Knights). Guizot, Popular History 
of France, Ch. xvii. 

18. The Third and Fourth Crusades. 

a. The Third Crusade : its occasion and results. 

Brief Accounts: Bdmont and Monod, 362-365. Emer- 
ton, 377-379. Thatcher and Schwill, 406-417. 

Longer Accounts : Tout, 295-304. Cox, Crusades, 
97-140. Archer and Kingsford, 305-348 (easy reading). 
Lane-Poole, Saladin, 217-234 (Jerusalem regained) ; 281- 
299 (fall of Acre) ; 324-357 (peace). . 

Source : Archer, Crusade of Richard I. 

b. The Fourth Crusade and its diversion from its purpose. 



Outline of European History 159 

c. The Latin empire of Constantinople: its history and 

its fall, 1 204-1 261. 

Brief Accounts: Emerton, 379-383. Cox, 135-129. 

Longer Accounts : Cox, 144-182. Gibbon, Chs. Ix and 
Ixi. Brown, Venetian Republic. Pears, Fall of Con- 
stantinople. Oman, Byzantine Empire. Guizot, France, 
Ch. xvii. 

Source : Pennsylvania Reprints, III, No. i (" The 
Fourth Crusade"). 

Imaginative Literature : Scott, Talisman ; Ivanhoe. 
Map Work: 

Outline map showing routes of First and Third Crusades. 

Robinson, 190. Myers, Middle Ages, 228. Emerton, 

356. 
19. The End of the Crusades. 

a. The Crusades of St. Louis. 

b. Fall of Acre and end of Christian rule in the East. 

c. Results of the Crusades. 

Brief Accounts : Kitchin, France, I, 339-348. Thatcher 
and Schwill, 427-434. Tout, 450-463. Emerton, 387- 
397. Munro, 11 7-1 21. Cox, 205-218. Adams, Euro- 
pean History, 215-223. Myers, Middle Ages, 248- 
255. 

Longer Accounts: Perry, St. Louis, 154-195 (crusade 
in Egypt) ; 284-296 (second crusade and death) ; both 
easy reading. Archer and Kingsford, 390-451 (very 
good). Guizot, Ch. xvii. 
Additiofial Topics : 

A. The experience of a mediaeval crusader: motives; 
vows ; privileges ; preparation ; dress ; arms ; route ; 
battles and sieges ; benefits and disadvantages of the 
experience. Archer and Kingsford, 349-366. Cox, 
32-35. Henderson, Short History, I, 102-108; Docu- 
ments, 271-272, 333-344. Pennsylvania Reprints, I, 
Nos. 2 and 4, especially No. 2, pp. 12-18. 

B. A Knight Templar : aims and occupations ; decline 
and end of the order. Archer and Kingsford, 169-187. 



i6o Mediasval and Modern European History 

Article " Templars," in the Encyclopaedia Britannica. 
Kitchin, France, 1,391-396. Lea, Inquisition, III, Ch. v. 

C. The career and character of Saladin. Lane-Poole, 
Saladin, 358-376, for personal characteristics. 

D. The Children's Crusade. Gray, The Children's 
Crusade. 

£. The East after the Crusades. Oman, Byzantine 
Empire. Gibbon, Ch. Ixviii. Pears, Destruction of the 
Greek Empire. 
V. Christian and Feudal Civilization. 
20. The Church in the Thirteenth Century. 
a. The secular clergy. 
d. The monks. 

Brief Accounts : Robinson, 201-215. Munro, 169-175. 
Longer Accounts: Emerton, 541-581. B^mont and 
Monod, 488-502. Jessopp, " The Parish Priest in Eng- 
land before the Reformation," Nineteenth Century, 
September, 1894. See also references under Additio7ial 
Topic ^ B, below. 

c. The religious orders : Franciscans and Dominicans. 

d. Heretical sects ; the Albigensian Crusade. 

Brief Accounts: Robinson, 216-232 (very good). 
Bdmont and Monod, 502-514. Emerton, 577-581. 
Munro, 175-180. 

Longer Accounts : Sergeant, Wyclif, 40-58 (interest- 
ing). Sabatier, St. Francis of Assisi (a biography 
which reproduces the spirit of St. Francis and his times 
with unusual insight and sympathy). Tout, 428-449 
(excellent). Lea, History of the Inquisition, I, Ch. vi. 
Jessopp, Coming of the Friars, Ch. i. 

Sources : Henderson, Documents, 344-349 (" Rule of 
St. Francis"). Mirror of Perfection, and Legend of St. 
Francis by the Three Companions (Temple Classics). 
Additional Topics : 

A. A Gothic cathedral: e.g. Notre Dame, Amiens, 
Chartres, Salisbury, Cologne. 

B. A day in a Benedictine monastery. Henderson, 



Outline of European History i6i 

Documents, 267, 274-314. Henderson, Short History, 

I, 46-48. Jessopp, Coming of the Friars, Ch. iii ("Daily 
Life in a Mediceval Monastery''). 

21. Medieval Schools and Universities. 

a. Subjects of study (" the seven liberal arts'"). 

b. Monastery and cathedral schools. 

c. The great universities. 

Brief Accounts : Robinson, 267-273. Munro, 160-168. 
Bemont and Monod, 515-527. 

Longer Accounts : Emerton, 465-476. West, Alcuin 
and the Rise of the Christian Schools. Compayre, Abe- 
lard and the Early Constitution of Universities. Rash- 
dall, Universities of Europe in the Middle Ages. 

Source : Pennsylvania Reprints, II, No. 3 (" The 
Mediaeval Student"). 
Additional Topic : 

The life of mediaeval students. Rashdall, Universities, 

II, 593-709. Haskins, " The Life of Mediaeval Students as 
Illustrated by their Letters," American Historical Review, 

III, 203-229, January, 1898; see also the number for 
October, 1904, on student life at Paris. Other references 
as above. 

22. The Life of the Military Classes. 

a. The castle. 

Brief Accounts: Munro, 135-139. Seignobos, Feudal 
Regime, 34-38. Robinson, 99-100, 267. 

Longer Accounts: Traill, Social England, I, 536-546. 
Oman, Art of War in the Middle Ages. Viollet-le-Duc, 
Annals of a Fortress. Smith, Troubadours at Home. 
Article " Castle," in Encyclopaedia Britannica. Darme- 
steter, " The Mediseval Country-House," Contemporary 
Review, January, 1893. Blashfield, Scribner's Magazine, 
V, 1-26, " Castle Life in the Middle Ages " (illustrated). 

d. Mediaeval warfare. 

Brief Accounts : Seignobos, 27-29. 
Longer Accounts : Traill, Social England, I, 428-438. 
Cutts, Scenes and Characters of the Middle Ages, 326- 



1 62 Mediaeval and Modern European History 

337? 369-393- Oman, Art of War in the Middle Ages. 
Viollet-le-Duc, Annals of a Fortress. 

Sources : Joinville, St. Louis. Froissart, Chronicles. 
Jones, Civilization in the Middle Ages, No. 4 ("Chivalry 
and the Mode of Warfare," extracts from Froissart). 

c. Chivalry. 

Brief Accounts : Robinson, 256-259. Munro, 139- 
147. Henderson, Short History, I, 112-121. Bemont 
and Monod, 257-262. Seignobos, Feudal Regime, 32-34, 
64-65. 

Longer Accounts : Cutts, Scenes and Characters, 353- 
368, 406-438. Gautier, Chivalry. Cornish, Chivalry. 
Article "Knighthood," in Encyclopccdia Britannica. 

Sources : Same as under b. 
Additional Topics : 

A. Description of some particular castle, e.g. the 
Tower of London, Chateau Gaillard, Salzburg, Nurem- 
berg, Wartburg, Kenilworth, Edinburgh, Chillon. 

B. A mediaeval tournament. Cornish, Ch. v. Gau- 
tier. Cutts. 

23. Peasant Life. 

a. The manorial system. 

d. Mediaeval agriculture. 

c. Village life. 

Brief Accounts : Munro, 148-153. Robinson, 233-237, 
West, 40-44. 

Longer Accounts : Seignobos, Feudal Regime, 3-26. 
Emerton, 509-520. * Cheyney, Industrial and Social 
History of England, 31-52. Traill, Social England, I, 
640-647. Jessopp, Coming of the Friars, Ch. ii ("Vil- 
lage Life in Norfolk Six Hundred Years Ago ")• Ashley, 
Economic History, I, Ch. i ("The Manor and Village 
Community ") . 

Source: Pennsylvania Reprints, II, No. 5 ("English 
Manorial Documents"). 

24. Towns and Town Life. 

a. The rise of towns. 

d. The guilds. 



Outline of European History 163 

c. Outward appearance of a mediaeval town : walls, build- 
ings, streets. 

Brief Accounts: Munro, 153-159. Robinson, 237^ 
242. Myers, Middle Ages, 284-289. Adams, Mediseval 
Civilization (Primer). 

Longer Accounts: Emerton, 520-540. Bemont and 
Monod, 377-3^9- Cheyney, Industrial and Social His- 
tory. 57-73- West, 1 16-132. Cutts, Scenes and Char- 
acters, 529-546. Adams, Civilization during the Middle 
Ages, Ch. xii. 

Sources: Pennsylvania Reprints, II, No. i ("Eno-lish 
Towns and Gilds"). Jones, Civilization during the 
Middle Ages, II, Nos. 8 and 9 (« The Rise of Cities," 
" The Trades of Paris "). 
Additional Topic : 

A study of some town as illustrated by its existing 
remains, e.g. Rouen, Chartres, Bruges, Nuremberg, To- 
ledo, Florence, Perugia, Siena. See the volumes on 
these in the series of Mediaeval Towns (Macmillan), and 
use illustrations. 
25. Medieval Commerce. 

a. The principal commodities. 

b. The great routes of trade. 

c. Markets and fairs. 

Brief Accounts : Robinson, 242-248. Munro, 119, 
155-156. 

Longer Accounts: Cheyney, Industrial and Social 
History of England, 75-94- Adams, Civilization, 279- 
286. Cutts, Scenes and Characters, 496-517. Gibbins, 
History of Commerce in Europe, 33-34, 44-82. Brown, 
Venetian Republic, 75-85. 
Additional Topics : 

A. Travel in the Middle Ages. Jusserand, English 
Wayfaring Life, Part I. See also Richer's account of 
his journey from Rheims to Chartres, in Munro's Syllabus 
of Mediaeval History, 75-77. 

B. Marco Polo. Brooks, Marco Polo's Travels, in 
Bohn Library. Fiske, Discovery of America, I, 280 ft'. 



1 64 Mediaeval and Modern European History 

VI. The Era of the Renaissance, Fourteenth and Fifteenth 
Centuries. 
26. Germany and the Empire, i 273-1493. 

a. Rise of Austria and of the House of Hapsburg : Rudolph 

of Hapsburg ; the powers of the Emperor and of the 
seven Electors; the Golden Bull of 1356; the Haps- 
burgs and their policy. 

b. Eastward expansion : the Mark of Brandenburg ; the 

Teutonic Knights. 

c. The rise of the cities ; the Hanseatic League. 

Brief Accounts: Myers, Middle Ages, 289-291, 416- 
418. Whitcomb, 8-12. Munro, 198-202. Thatcher 
and Schwill, in Ch. xx. West, Modern History, 171- 

173- 

Longer Accounts: Bryce, Ch. xiv. Lodge, Close of 
the Middle Ages, 1-19, 98-123, 419-430. Whitman, 
Austria, 69-82. Henderson, Short History of Germany, 
122-125 (Rudolph) ; 159-162 (Golden Bull) ; Ch. viii 
(Teutonic Order and the Hanseatic League). Zimmern, 
The Hansa Towns, 96-125. 

Source: Henderson, Documents, 174-175, 220-261 
(the Golden Bull). 

d. Rise of the Swiss Confederation. 

e. Charles the Bold of Burgundy. 

/. The weakness of the empire at the end of the fifteenth 

century. 

Brief Accounts : Duruy, Middle Ages, 466-467 ; 
Modern Times, (12-18) 18-22. Myers, Middle Ages, 
418-421, 398. Ploetz, Epitome of History, 245-247, 250. 
Seebohm, Era of the Protestant Revolution, 26-33. 
Thatcher and Schwill, in Ch. xx. 

Longer Accounts: Bryce, Ch. xvii, 299-307 (empire). 
Kitchin, History of France. E. A. Freeman, Essays, First 
Series, " Charles the Bold." Lodge, Close of the Mid- 
dle Ages, Ch. vii (Swiss), 361-389 (Charles the Bold). 
Lodge, Modern Europe. Kirk's Charles the Bold, 3 vols., 
will prove interesting reading. 



Outline of European History 165 

Additional Topics : 

A. The attitude of the emperors toward Italy {e.g., 
Rudolph, Henry VII). Bryce, Chs. xiii, xv. Duruy, 
Middle Ages, Ch. xxx. 

B. The Legend of William Tell. Dandliker, Switzer- 
land, 47-55. Lodge, Close of Middle Ages. Ploetz, 
246-247. 

Special Map Work : 

Sketch-map of Switzerland showing the three orig- 
inal Forest Cantons and the other cantons added, to 
1 5 13. West, 175. Robinson, 422. Putzger, Atlas, No. 
18. 

This map will prove useful also for the period of the 
Swiss Reformation, section 37. 

27. France in the Fourteenth and Fifteenth Centuries ; 

THE Hundred Years' War. 

a. The English occupation of France. 

b. The driving out of the Enghsh. 

c. Louis XI and his work. 

Brief Accounts : Robinson, 281-289, 291-295, 298-302. 
Myers, Middle Ages, 376-384. 

Longer Accounts: Adams, French Nation, 108-143. 
Green, Short History, 240-247, 280-284, 288-294. Duruy, 
Middle Ages, 392-411, 416-432, 437-442. Duruy, 
France, 187-263. Warburton, Edward III and his Wars 
(Epochs). 

Sources: Froissart, Chronicles (especially interesting). 
Use Lanier's Boy's Froissart, or Macaulay's edition of 
Berner's translation of Froissart. Edward III and his 
Wars (English History from Contemporary Writers). 
Additional Topic : 

Joan of Arc. Lowell, Joan of Arc. Murray, Jean 
d'Arc (extracts from the sources). 

28. The Consolidation of Spain into a Powerful Mon- 

archy. 

a. The Christian recovery of Spain. 

b. The union of Castile and Aragon. 



1 66 Mediaeval and Modern European History 

c. The conquest of Granada and the treatment of the 

Moors. 

d. Growth of the royal power, to the opening of the six- 

teenth century. 

Brief Accounts: Myers, Middle Ages, 405-411. See- 
bohm, Era of the Protestant Revolution, 34-40. 

Longer Accounts : Lodge, Close of the Middle Ages, 
468-493. Hume, Spain, its Greatness and Decay (1479- 
1788), 1-30. Watts, Christian Recovery of Spain, 277- 
301. Hume, Spanish People, in Chs. viii and ix. 
Prescotfs Robertson's Charles the Fifth, I, 167-191. 
Prescott, Ferdinand and Isabella. 

Imaginative Literature : Irving, Tales of the Alham- 
bra. Irving's Conquest of Granada gives the history 
with a "fictitious and romantic dress" (Prescott). 
Additional Topics : 

A. The Cid. Clarke, The Cid. 

B. The Alhambra. Lane-Poole, The Moors in 
Spain, 221-233. 

29. Political and Social Conditions in Italy in the 
Fourteenth and Fifteenth Centuries. 

a. Florence and Venice. 

b. The papal monarchy. 

c. The Two Sicilies. 

d. The rule of the despots. 

Brief Accounts: Robinson, 321-329. Myers. Middle 
Ages, 295-302. Thatcher and Schwill, 463-473. See- 
bohm, Protestant Revolution, 21-26, 66-74. 

Longer Accounts : Burckhardt, Renaissance in Italy, 
especially 8-27, 62-87. Symonds, Age of the Despots, 
Chs. iii and iv, or his Short History, Chs. iii and vii. 
Gardner, The Story of Florence. Duffy, Tuscan Repub- 
lics. Brown, The Venetian Republic. Oliphant, Makers 
of Venice ; Makers of Florence. Armstrong, Lorenzo de' 
Medici. 

Source : Whitcomb, Source Book of the Italian Re- 
naissance. 



Outline of European History 167 

Additional Topic : 

The Condottieri. Browning, The Age of the Condotti- 
eri. Symonds. Oliphant. 

30. The Beginning of the Renaissance in Italy ; the 

Revival of Learning, 
a. The spirit and meaning of the Renaissance ; its many- 
sided character. 
d. Itahan literatm-e : Dante, Petrarch, Boccaccio. 
c. The revival of learning : the Greek teachers ; the work 
of Petrarch and Boccaccio ; the recovery, editing, and 
printing of classical texts. 

Brief Accounts : Seebohm, Era of the Protestant Revo- 
lution, 3, 66-69. Robinson, Western Europe, Ch. xxii. 
Whitcomb, 17-21. 

Longer Accounts: Symonds, Short History of the Re- 
naissance, Chs. i, vii. Symonds, The Revival of Learn- 
ing. Burckhardt, Civilization of the Renaissance in Italy, 
1 71-176, 187-209. 

Sources : Whitcomb, Source Book of the Italian Renais- 
sance, 62-80. Robinson and Rolfe, Petrarch, 210-214, 
275-278. 
Additional Topic : 

The life of Dante. Oliphant, Makers of Florence. 
Symonds, Study of Dante. Gardner, Dante (Temple 
Primers). 

31. The Fine Arts during the Renaissance. 

a. The great architects. 

b. The chief sculptors. 

c. The Florentine and Venetian painters. 

Brief Accounts : Myers, 348-353. Lodge, Close of the 
Middle Ages, 525-533. Robinson, Ch. xxii. 

Longer Accounts: Symonds, Short History of the 
Renaissance, Ch. xii. Van Dyke, Text-book of the His- 
tory of Painting (illustrated), Chs. vi-x. Thatcher and 
Schwill, Europe in the Middle Age, 631-657. 

Source : Vasari, Lives of the Painters, Sculptors, and 
Architects. 



1 68 Mediaeval and Modern European History 

Additional Topics : 

A. The building of the dome of Briinelleschi. Inter- 
esting chapter on the subject in C. E. Norton, Church 
Building in the Middle Ages. Vasari, Lives. 

B. The arts at the court of Lorenzo the Magnificent. 
Armstrong, Lorenzo de' Medici. 

Note. — In the study of this and the preceding section the pupil 
should confine his attention to a few of the most prominent men. In con- 
nection with section 31, photographs should be used as liberally as pos- 
sible to illustrate the art of the period. 

32. The Age of the Great Discoveries and Inventions. 

a. European conditions at the end of the fifteenth century 

which led to discoveries and inventions. 

b. Portuguese discoveries to the east. 

c. Spanish discoveries and conquests in the western world. 

d. Mechanical inventions of the era and how they helped 

discovery and conquest. 

e. The new ideas in astronomy : Copernicus and Galileo. 

Brief Accounts : Robinson, 347-352. Whitcomb, 27- 
32. West, 218-223. Seebohm, 3-5, 225-226. 

Longer Accounts: Myers, Modern Age, 5-21. Fiske, 
Discovery of America, I, Chs. iii, v. 

Sources: Hart, Source Book of American History, 
No. I. Hart, American History told by Contemporaries, 
I, Nos. 17, 19. Higginson, American Explorers. 
Special Topics : 

A. The life and struggles of Christopher Columbus. 

B. A comparison between the fifteenth and sixteenth 
centuries and the nineteenth century. Myers, Modern 
Age, 21-22. 

C. Invention of printing. Symonds, Renaissance in 
Italy, II ; Revival of Learning, 368-391. Encyclopaedia 
Britannica, article " Typography." Putnam, Books and 
their Makers during the Middle Ages. 

Map Work : 

Sketch map showing the voyages of discovery of 



Outline of European History 169 

Columbus, Vasco da Gama, Cabot, and Magellan, Rob- 
inson, 349. Myers, Modern Age, 6. 

Imaginative Literature : Lowell, Columbus. 
33. Reforming Movements of the Fifteenth Century. 

a. The reforming councils of Pisa, Constance, and Basel : 

what each attempted and why they failed. 

b. John Hus (for Wycliffe and his relation to Hus see Out- 

line of English History^ pp. 244-248). 

c. Savonarola. 

Brief Accounts : Robinson, Ch. xxi. Adams, Civiliza- 
tion, 398-415. Adams, European History, 283-288. 
Fisher, Christian Church, 254-264. 

Longer Accounts : Poole, Wycliffe and the Movements 
of Reform, 138-150 (councils of Pisa and Constance), 
151-165 (John Hus), 166-181 (end of the reform move- 
ment). Henderson, Short History of Germany, 203-227. 
Lodge, Close of the Middle Ages, 206-221 (Hussite move- 
ment and council of Constance), 222-242 (Hussite wars 
and council of Basel). Maurice, Bohemia, 176-220 (in- 
teresting account of John Hus). Locke, The Great 
Western Schism. Van Dyke, Age of the Renaissance, 
69-121. The account of these times in Creighton's 
History of the Papacy, though too long for specific ref- 
erence, is very interesting reading. Villari, Life and 
Times of Savonarola, is most valuable for the subject 
of which it treats. Symonds, Short History of the 
Renaissance, Ch. v. Oliphant, Makers of Florence. 
Pastor, History of the Papacy, I, VL Alzog, Church 
History. 

Source: Pennsylvania Reprints, HI, No. 6 (Council of 
Constance). 

Imaginative Literature : George Eliot, Romola. 
Additional Topic : 

Wycliffe's teachings and how they spread. Green, 
Short History of the English People, 235-244. Robin- 
son, 308-309, 315-317. Creighton, History of the Pa- 
pacy, Bk. I, Ch. ii ; Bk. H, ch. iii. 



1 70 Mediasval and Modern European History 

VII. The Protestant Revolution and the Wars of Religion, 
1517-1648. 

34. The Eve of the Reformation in Germany. 

a. Germany at the opening of the sixteenth century : the Em- 

peror Maximilian ; the electors ; the princes ; the towns ; 
the Diet. 

b. The church : conditions that made reformation needful. 

c. Erasmus and the German Humanists. 

Brief Accounts: Seebohm, 26-33, 55-65. Fisher, 
Reformation, 74-82 (the Humanists). 

Longer Accounts: Robinson, Ch. xxiv. Henderson, 
Short History of Germany, I, 228-250. Emerton, 
Erasmus. Seebohm, Oxford Reformers. Tlie fullest 
account is in Janssen, History of the German People, I. 
A suggestive article on tlie books treating of the Refor- 
mation, by Robinson, " The Study of the Lutheran 
Revolt," in American Historical Review, January, 1903. 
Additional Topics : 

A. Erasmus''s criticism of the church. Emerton, Eras- 
mus, 158-178 (the account of "The Praise of Folly"). 
The Praise of Folly is translated into English (published 
by Scribner or Brentano). 

B. Ulrich von Hutten. Henderson, Short History, 
289-304. 

Map Work: 

The lands ruled over by Charles V. Robinson, 358. 
West, 189. Whitcomb, 58. 

35. The Lutheran Reformation, to 1525. 

a. Martin Luther, to the Diet of Worms, 1521 : his early 
life ; the question of the indulgences and the posting 
of the theses, 1517 ; the Leipzig disputation, 1519; the 
burning of the papal bull and canon law, 1520. 
Brief Accounts : Robinson, 387-400. Myers, Modern 

Age, 25-29, 34-41. Seebohm, 94-100, 102-109. Fisher, 

Reformation, 85-102. 

Longer Accounts : Henderson, Short History, 251-276. 

Hausser, Reformation, 11-28. Jacobs, Martin Luther 



Outline of European History 171 

(an excellent life), 59-76 (the ninety-five theses), 168- 
178 (the burning of the bull). Kosthn^s Luther is the 
standard life by a German. Alzog, Church History, III, 
i, 11-17 (indulgences), 18-23 (Augsburg and Leipzig), 
33-36 (bull). Janssen, History of the German People, 
HI, Bk. VI, Ch. i (Diet of Worms). 

Source : Luther's ninety-five theses are in Pennsyl- 
vania Reprints, II, No. 6; and in Larned, History for 
Ready Reference, article "Luther." 

b. The Emperor Charles V and the Diet of Worms, 1521 : 

election of the emperor ; Luther before the Diet ; the 

Edict of Worms. 

Brief Accounts : Seebohm, 100-102, 1 12-130. Fisher, 
Reformation, 1 03- 112. 

Longer Accounts : Henderson, Short History, I, 263- 
284. Jacobs, Martin Luther, 179-197 (very interesting). 
Armstrong, Charles V, is a thorough study of the reign, 
but not adapted to the needs of very young students. 
Hausser, Reformation, 29-47. 

Source : Text of Edict of Worms in Historical Leaf- 
lets, published by Crozer Theological Seminary, Chester, 
Penn., I, No. 3. 

c. Fanaticism and revolution in Germany : Hutten and 

Sickingen ; the Peasants' War ; the Anabaptists. 

Brief Accounts: Robinson, 406-410, 413-415. See- 
bohm, 131-148, 109-112 (remarkably good account of 
the Peasants' War). 

Longer Accounts : Henderson, Short History, I, 289- 
304 (Hutten and Sickingen), 308-332. Richard, Melanch- 
thon, 85-93, 142-153. Jacobs, Martin Luther, 251-262. 
Hausser, Reformation, Chs. vi, vii. 

Source : Pennsylvania Reprints, II, No. 6 (the Twelve 
Articles of the Peasants) . 
Additional Topics : 

A. Luther at the Wartburg. Jacobs. Hausser. Kostlin. 

B. Luther's translation of the Bible. Schaff, Christian 
Church, VII. 



172 Mediaeval and Modern European History 

C. Luther's marriage and home life. Jacobs, Luther, 
263-267, 395-399- Kosthn, Luther, 325-335, 534-559- 

D. Luther as a man. Kostlin, Luther, 534, 548-559. 
Find significant points in his Table Talk, e.g. Bohn 
edition, pp. xxxv, xxvii, 6, 8, 50, 55, 124, 151, 154, 181, 
207, 340, 369. etc. 

E. Melanchthon as Luther's ally. Richard, Melanch- 
thon, 68-84. Henderson, I, 285-289. 

36. Charles V and the Reformation in Germany, 1526- 

1555- 

a. The Diets ; Charles"'s rivalry with Francis I and his 

attitude toward the Reformation, 1 526-1 546. 

b. Attacks of the Turks. 

c. The emperor and the Smalkald League, 1547; Maurice 

of Saxony. 

d. The religious peace of Augsburg, 1555 : the limited na- 

ture of its tolerance. 

Brief Accounts: Robinson, 415-420. Whitman, Aus- 
tria, 137-148. Fisher, 156-169. Seebohm, 162-166. 

Longer Accounts : Henderson, I, 340-345, 352-356, 358- 
394. Hausser, Chs. viii-ix, xiv-xvii. 

Sources : Crozer Theological Seminary Leaflets, I, 
No. I (protest at Spires), No. 5 (Peace of Augsburg). 
The Augsburg Confession of 1530 is published by the 
Lutheran Publication Society, Philadelphia (10 cents). 
Additional Topics : 

A. The Italian wars of Charles V with special refer- 
ence to the battle of Pavia (1525) and the sack of Rome 
(1527). Henderson, I, 331-352. Kitchin, France, H, 
187-216. 

B. The gold of the Indies, and how it came into the 
treasury of Charles V. Prescott, Conquest of Mexico, 
and Conquest of Peru (see index). 

37. The Zwinglian Reformation in Switzerland, to 1531. 

a. Ulrich Zwingli and the Swiss Reformation, to the time 

of the Marburg Conference. 

b. The Marburg Conference and its failure, 1529. 



Outline of European History 173 

c. Religious war in Switzerland ; terms of settlement. 

d. Zwingli's ideas as to government of church and of state. 

Brief Accounts: Robinson, 421-425. Seebohm, 159- 
162. Fisher, 137-156. Hausser, Ch. x. 

Longer Accounts : Hug-Stead, Story of Switzerland, 
254-278. Jackson, Huldreich Zwingli, 306-322 (Marburg 
Conference), or Simpson, Life of Ulrich Zwingli, 189-210. 
Schaff, Christian Church, VII. 

Source : Jackson, Selections from the Writings of 
Zwingli. 
Additional Topics : 

A. The condition of Switzerland at the beginning of 
the sixteenth century. Jackson, Zwingli, 3-47. 

B. The death of Zwingli. Jackson. Simpson. Schaff. 

C. A comparison between Luther and Zwingli : dif- 
ferences in their character, their surroundings, and their 
teachings. Fisher, 143-147. Henderson, I, 356-357. 
Hausser, 125-126, 141. Jackson. Schaff. 

38. John Calvin and his Work. 

a. Early history, character, and beliefs of John Calvin, to 

1536. 

b. Calvin's activity in Geneva, 1 536-1 564. 

c. Influence of Calvin and Geneva on Germany, France, 

Holland, Scotland, England, and America. 

Brief Accounts : Seebohm, 195-198. Article " Calvin," 
in Encyclopaedia Britannica. Hug-Stead, Story of Swit- 
zerland, 279-290, 

Longer Accounts: Fisher, Reformation, 192-225. 
Baird, Rise of the Huguenots (an excellent and readable 
work), I, 199-218. Ranke, Civil Wars and Monarchy 
in France, 204-225. Schaff, Christian Church, VII, 
Chs. ix, X, xii, xiii, xvii, especially 489-523. Hausser, 
Ch. xviii. Henry, Life of Calvin, though old, is valuable. 

Sources : Calvin Institutes of the Christian Religion, 
Bk. IV, Ch. X. (Conscience) ; Bk. II, Ch. viii, §§ 28-34 
(Sunday). Pennsylvania Reprints, III, No. 3 (Disci- 
pline in Geneva). 



1 74 Mediaeval and Modern European History 

Additional Topics : 

A. Calvin and Servetus. Fisher, 225-233. Schaif, 
Christian Church, VII, Ch. xvi. 

B. A comparison of the character and ideas of Luther 
and Calvin. See references above and under sections 
35 and 37. SchafF, Christian Church, VII, 257-260. 

39. Rise of Protestantism in France, to 1572. 

a. Beginnings of a Protestant party : Jacques Lefevre ; 

persecutions under Francis I, 15 15-1547. 

b. Increase and organization of the Protestants under 

Henry II, 1547-1559. 

Brief Accounts: Robinson, 451-457. Myers, Modern 
Age, 162-168. Fisher, 243-256. Kitchin, II, 286- 

293- 

Longer Accounts : Baird, Rise of the Huguenots, I, 
159-192 (the year of the Placards). Duruy, History of 
Modern Times, Ch. xv. Hausser, Ch. xxv. Besant, 
Coligny. Johnson, Europe in the Sixteenth Century, 
Ch. ix. 

c. Civil wars under Charles IX : Catherine de' Medici and 

the Guises ; Coligny ; how the Huguenots gradually 
gained privileges. 

d. The Massacre of St. Bartholomew, 1572. 

Brief Accounts : Fisher, 256-272, 267-284. Johnson, 
Europe in the Sixteenth Century, Ch. ix. 

Longer Accounts: Kitchin, France, II, 294-316, 339- 
364. Besant, Admiral Coligny (Harper's School Clas- 
sics). Duruy, Modern Times, Ch. xv. Baird, Rise 
of the Huguenots, II, 426-500 (long but interesting). 
Hausser, Chs. xxvi, xxvii. 
Additional Topics : 

A. Catherine de' Medici: her life, character, and 
policy. 

B. The character and influence of Coligny. Besant, 
Coligny. 

C. Attitude of Europe toward the massacre. 

D. Abstract of Baird's account of the massacre. 



Outline of European History 175 

40. France under Henry IV. 

a. Henry of Navarre's struggle for the crown : battle of 

Ivry ; his abjuration. 

b. The Edict of Nantes, 1598. 

c. Henry IV and Sully : reforms in finances and agriculture. 

d. Henry IV's foreign pohcy and death; his character; his 

popularity then and now. 

e. Troubles after Henry IV's death ; the States-General 

of 1614. 

Brief Accounts : Adams, Growth of the French Nation, 
174-188. Robinson, Western Europe, 456-458. Myers, 
Modern Age, 168-173. 

Longer Accounts : Wakeman, Ascendency of France, 
14-38. Willert, Henry of Navarre. Baird, The Hugue- 
nots and Henry of Navarre. Motley, History of the 
United Netherlands, I, 42-52; III, Ch. xxiii ; III, 239- 
246 (abjuration). Kitchin, II, Bk. IV, Chs. i, ii. 

Sources : Sully, Memoirs. For special references see 
Historical Sources in Schools, § 42, 
Additional Topic : 

French settlements in North America. Fiske, New 
France and New England. Chs. i-iii. Parkman, Pioneers 
of France in the New World. There is an excellent one- 
volume abridgment of Parkman's works, well suited to 
the use of schools, by Edgar, under the title, A Struggle 
for a Continent. 

41. The Catholic Reformation and the Jesuits. 

a. The Jesuits : Loyola's character and training ; organiza- 

tion, objects, and methods of the Society of Jesus ; 
their work. 

b. The work of the Council of Trent, 1545-1563. 

c. How the Catholic church was reformed in discipline and 

morals, and gained new power. 

Brief Accounts : Robinson, 437-444. Myers, Modern 
Age, 49-54. Seebohm, 199-208. Henderson, Short His- 
tory of Germany, I, 41 1-42 1. 

Longer Accounts : Fisher, Reformation, 390-420. 



1 76 Mediaeval and Modern European History 

Johnson, Europe in the Sixteenth Century, 261-276. 
Symonds, Short History of the Renaissance, Ch. xiv. 
Ranke, History of the Popes, I, 135-178. Hughes, 
Loyola. Alzog, Church History, HI, 373-385. 

Source : Pennsylvania Reprints, 11, No. 6 (" Decrees 
of the Council of Trent '^). 
42. The Revolt of the Netherlands, i 568-1 648. 

a. The Netherlands to 1556: religious, political, social, and 

economic conditions ; the rule of Charles V. 
d. Philip n and the outbreak of discontent : political, re- 
ligious, and economic causes of the revolt. 

c. The leadership of William of Orange. 

d. How the Dutch won their independence. 

Brief Accounts : Robinson, 445-451. Myers, Modern 
Age, Ch. iv. 

Longer Accounts: Fisher, 285-315. Johnson, Europe 
in the Sixteenth Century, Ch. viii. Haiusser, Reformation, 
Chs. xxii-xxiv (to murder of William, 1584). Motley, 
Dutch Republic is a classic and tells a fascinating story. 
Part I, Chs. i, ii (first ten pages, character of PhiHp II) ; 
Part II, Ch. iii (first half. Inquisition, Granvella) ; Part II, 
Ch. v (Egmont's journey to Spain) ; Part II, Ch. x (the 
appointment of Alva) ; Part III, Chs. i, ii (Alva's cruelty, 
execution of Egmont and Horn) ; Part IV, Ch. ii (stir- 
ring description of siege of Leyden) ; Part IV, Ch. vii 
(death of William of Orange). There are interesting 
selections in Prose Passages from the Works of Motley 
(Harper's "Leaflets from Standard Authors''). Arm- 
strong, Charles V, II, 332-348, 365-383. (It will be 
interesting to contrast the two treatments of Motley and 
Armstrong.) Griffis, Brave Little Holland, is a pictu- 
resque and interesting short history. Blok, History of 
the People of the Netherlands (especially Vol. Ill), is a 
work of careful modern scholarship by an eminent Dutch 
historian. Harrison, William the Silent. 
Additional Topics : 

A. The Siege of Leyden. Motley, Part IV, Ch. ii. 



Outline of European History 177 

B. Character of William the Silent. Motley, Dutch 
Republic ; United Netherlands. Putnam, William the 
Silent. Harrison, William the Silent. 

C. Dutch life at the opening of the seventeenth cen- 
tury. Motley, Netherlands, IV. Fiske, Dutch and 
Quaker Colonies in America, Ch. i. Blok, History of 
the People of the Netherlands, II, Chs. x-xiv, especially 
Ch. xiii ("City and Country'^). 

D. The Spanish Armada. Green, Short History. 
Motley, United Netherlands. Gardiner, Students' His- 
tory of England. Blok, Netherlands. See also Outline 
of English History, p. 249. 

43. The Thirty Years' War, 161 8-1 648. 

a. The strife of parties in Germany ; the Donauwbrth dis- 

turbances ; the land question involved in the " eccle- 
siastical reservation." 

b. The Bohemian election and the throwing from the win- 

dow ; the Winter King ; battle on the White Hill. 

c. The Danish period : Christian IV and Mansfeld. 

d. Gustavus Adolphus, the champion of German Protestant- 

ism : his campaigns and their results ; his death. 

e. Wallenstein : his influence, dismissal, return, and assas- 

sination. 

f. French aims and interference. 

g. The Peace of Westphalia : its terms and international 

importance. 
h. Social and economic effects of the war upon Germany. 

Brief Accounts: Robinson, Western Europe, Ch. xxix. 
Myers, Modern Age, Ch. vi. Whitcomb, Modern Europe, 
97-105. 

Longer Accounts : Henderson, Short History of Ger- 
many, Chs. xvii, xviii. Gardiner, Thirty Years' War. 
Trench, Gustavus Adolphus. 
Map Work: 

Sketch map showing Europe after the peace of 
Westphalia. Wakeman, 124. Myers; 186, Whitcomb, 

103, 



178 Medieval and Modern European History 

Additional Topic : 

The Reform of the calendar in 1582. Henderson, 
Short History of Germany, I, 429. 
VIII. The Ascendency of France and the Age of Louis XIV. 

44. Richelieu and the Establishment of the Absolute 

Monarchy. 
a. Richeheu : rise to power; character; aims; his rela- 
tions with Louis XIII. 
d. Richelieu and the Huguenots. 

c. Richelieu and the nobles : how he destroyed their power 

and strengthened the monarchy ; the intendants. 

d. Richelieu and the Thirty Years" War. 

e. Mazarin : causes of his unpopularity ; revolt of the nobles 

and lawyers ; how he carried out Richelieu's work ; 
foreign policy ; what is meant by an " absolute mon- 
archy." 

Brief Accounts : Myers, Modern Age, 173-177. Adams, 
Growth of the French Nation, 188-205. 

Longer Accounts: Perkins, Richelieu (Heroes of Na- 
tions). Lodge, Richeheu (Foreign Statesmen). Wake- 
man, Ascendency of France, 132-164. Kitchin, History 
of France, III, Bk. IV, Chs. iv-viii. Guizot, Popular 
History of France, Chs. xxxviii-xlii. Guizot, Concise 
History of France (edited by Masson), Ch. x. 
Imaginative Literature : Dumas, The Three Musketeers. 
Additional Topics : 

A. Plots against Richelieu. 

B. The French Academy. Lodge, Richeheu, 179-183. 

C. The Siege of La Rochelle. 

45. Louis XIV (1661-1715) and his Court. 

a. Louis the man: early education and training; character, 

abihties, deficiencies, and aims. 

b. Louis XIV the king : idea of government and of a king's 

power ; what he expected of the nobles ; new royal 
palaces ; occupations and amusements at Versailles. 

c. Art and Hterature in the Age of Louis XIV ; effect of 

Louis^ paternalism. 



Outline of European History 179 

Brief Accounts: Robinson, Western Europe, 495-501. 
Adams, Growth of the French Nation, 209-211, 230-233. 
Wakeman, Ascendency of France, 187-193. 

Longer Accounts : Perkins, France under the Regency, 
Ch. V. Hassall, Louis XIV, Chs. iii, xi. Thackeray, 
Paris Sketch Book (gives a Hvely contrast between Louis 
the man and Louis the king). 
Additional Topics : 

A. Costumes in the Age of Louis XIV. 

B. Louis XIV's morning reception and toilette. 
Whitcomb, History of Modern Europe, no. Taine, 
Ancient Regime, 104-109. 

46. The People; Colbert and his Reforms. 

a. The people: their burdensome taxes; corruption of 

officials. 

b. Colbert : his services to Mazarin ; how he tried to lio-hten 

the burdens of the people ; how he encouraged indus- 
tries, commerce, and colonization. 

c. Colbert and Louis XIV : differences in their aims. 

d. The revocation of the Edict of Nantes ; its effect on the 

prosperity and foreign relations of France. 

Brief Accounts : Adams, Growth of the French Nation, 
21 r-2i6, 227-230. Hassall, Louis XIV, 241-252. Myers, 
204, 209, 214. 

Longer Accounts : Wakeman, Ascendency of France, 
193-205, 252-256. Perkins, France under the Regency, 
Chs. iv, vi. Guizot, Popular History, xlvi, xlvii. Guizot, 
Concise History (edited by Masson). 
Additional Topics : 

A. The Dragonnades. 

B. Overthrow of Fouquet. Perkins, France under 
the Regency, 31-40. Hassall, Louis XIV, 103-124. 

C. How Louis XIV and Colbert governed New France. 
Parkman, Old Regime in Canada, Chs. xv, xviii. Fiske, 
New France and New England, Ch. ii. 

47. Louis XIV's Wars. 

a. War against the Dutch, 1672-1678: its causes; Louis' 



i8o Medieval and Modern European History 

invasion of Holland ; murder of De Witt, and rise of 
William of Orange ; what Louis gained by the war. 

b. War of League of Augsburg, 1689- 1697: causes, politi- 

cal and religious ; Louis' devastation of the Palatinate ; 

why England took part in the war ; battles of the Boyne 

and La Hogue ; terms of the Peace of Ryswick, 1697. 

Brief Accounts : Adams, Growth of the French Nation, 
216-221. Robinson, 501-508. Myers, 205-214. 

Longer Accounts : Wakeman, Ascendency of France, 
206-264. Perkins, France under the Regency, Chs. iii, 
vii. Hassall, Louis XIV, Chs. v-vii, x. Mahan, Influence 
of Sea Power upon History, 1 660-1 783, Chs. iii, iv. 
Martin, History of France (Age of Louis XIV), I, Chs. v, 
vi. Guizot, Popular History, Ch. xliv. Green, Short 
History of the English People, 684-701. 

c. The War of the Spanish Succession, 1702-1713: Carlos 

II of Spain ; Ijis vast territories ; interests of the Eu- 
ropean nations in the question of the succession ; 
Louis XIV's aggressive measures ; formation of the 
Grand Alliance ; Marlborough's campaigns in the 
Netherlands and on the Danube ; capture of Gibral- 
tar ; Queen Anne's War in America ; terms of the 
Peace of Utrecht. 

d. France at the close of Louis XIV's reign : condition of 

the French people at the close of the wars ; increased 
taxation; famine of 1709; position of France in Eu- 
rope and America at the close of the wars ; Louis XIV's 
unlamented death, 171 5; how Louis XIV's reign pre- 
pared the way for the French Revolution. 
Brief Accounts : Adams, Growth of the French Nation, 
221-226. Myers, 212-222. Robinson, 506-508. 

Longer Accounts : Hassall, Louis XIV, Chs. xii-xv. 
Perkins, France under the Regency, Chs. i, viii, ix. 
Mahan, Influence of Sea Power upon History, 1660- 
1783, Ch. V. Wakeman, Ascendency of France, Chs. 
xiv, XV. Lecky, History of England in the Eighteenth 
Century, Ch. i. Guizot, Popular History, Ch. xlv. Louise 



Outline of European History i8i 

Creighton, The Duke of Marlborough. Coxe, Memoirs 
of the Duke of Marlborough. 

Sources : La Bruyere's description of the peasantry. 
Taine, The Ancient Re'gime, 329. Lowell, Eve of the 
French Revolution, 186. West, Modern History, 307. 
Map Work: 

Sketch map showing the territorial terms of the Peace 
of Utrecht. Robinson, 506. Gardiner, School Atlas, 41. 

Imaginative Literature : Southey, After Blenheim. 
Additional Topics : 

A. The battle of Blenheim. Creighton, Ch. vii. 
Coxe. Colby, Sources, No. 86. 

B. The effect of the wars upon France. 

IX. The Rise of Russia, Prussia, and Colonial Interests. The 
Age of Frederick the Great. 

48. The Formation of the Russian Empire; Peter the 

Great. 

a. Russia before Peter the Great : the Slavic races and char- 

acteristics ; Oriental influences on Russian character 
and development ; Ivan the Terrible ; social and polit- 
ical condition of Russia at the accession of Peter. 

b. Peter the Great, 1 689-1 725 : struggle for the throne; 

travels, ambitions, and difficulties ; Peter's western 
friends ; his character. 

c. Internal reforms of Peter the Great : army; navy; dress 

and customs ; church ; the new capital. 

Brief Accounts : Myers, 273-286. Robinson, 509-512. 
Wakeman, 297-303. 

Longer Accounts : Motley's Essay on Peter the Great 
is the most interesting and picturesque sketch of Peter. 
Rambaud, Popular History of Russia. Schuyler, Peter 
the Great. Perkins, France under the Regency, 528- 
529 (a lively description of Peter's visit to Paris). 

49. The Expansion of Russia in the Eighteenth Century. 

a. In the Baltic: importance of the Baltic Sea; its special 
value to Sweden, Denmark, Poland, Prussia, Russia ; 
Charles XII of Sweden ; his character and ambitions ; 



1 82 Mediaeval and Modern European History 

his struggle with Peter the Great ; battles of Narva 
and Poltava; Charles XIPs mad career and death; 
decline of Sweden ; Russia's foothold on the Baltic ; 
St. Petersburg. 

b. In Turkey and the Black Sea : Peter's gain and loss of 

Azov ; death of Peter the Great ; his importance in 
Russian history; Catherine II, 1 762-1 796; her wars 
with Turkey and conquest of the north shore of the 
Black Sea. 

c. In Poland: internal disorders and weakness of Poland; 

Catherine IPs share in the three partitions of Poland, 

1772, 1793, 1795- 
d. In Siberia : early explorations and settlements. 

Brief Accounts: Myers, 275-276; 286-297. Whit- 
comb, History of Modern Europe, 129-133. 

Longer Accounts: Bain's Charles XII is a fascinating 
and scholarly account of this remarkable man. Bain 
has also written a series of excellent studies on Russia in 
the eighteenth century : The Pupils of Peter the Great ; 
The Daughter of Peter the Great; Peter III, Emperor 
of Russia. Voltaire's Charles XII is interesting and a 
classic in literature. Motley, Peter the Great. Schuyler, 
Peter the Great. Rambaud, History of Russia. Morfill, 
Story of Poland. For the first partition of Poland the 
best short account is that of Perkins, France under Louis 
XV, Ch. xxi (same article in American Historical Review, 
October, 1896). Frederick the Great, Reflections on the 
Character and Military Talents of Charles XII (Works, V, 
London, 1789). This is doubly interesting as showing 
what the greatest ruler of the eighteenth century thought 
of Charles XII, and also as giving an interesting side-light 
upon Frederick's own character. 
special Map Work : 

Sketch map showing the gains in territory made by 
Russia in the eighteenth century. Myers, 280. Robinson, 
513. Putzger, Atlas, Nos. 23, 25. Rose, Revolutionary 
and Napoleonic Era, 76. 



Outline of European History 183 

50. The Beginnings of the Prussian State, i 640-1 740. 

a. The Hohenzollerns before 1640: how they acquired their 

three territories (Brandenburg, Prussia, Cleves) ; geo- 
graphical position of these territories and its future 
significance ; the task of the Hohenzollerns. 

b. Frederick William, the "Great Elector," 1640-1688: 

character ; gains of territory by Treaty of Westphalia ; 
his position in his own lands and in Europe. 

c. How the Elector of Brandenburg acquired the title of 

"King in Prussia," 1701. 
d. Frederick William I, 1713-1740: how he made Prussia 

a military state and a prosperous country ; his foreign 

policy ; the " tobacco parliament " ; good and bad side 

of his character. 

Brief Accounts: Myers, 298-302. Robinson, 515- 
516. 

Longer Accounts : Longman, Frederick the Great and 
the Seven Years' War, 3-33. Henderson, Short History 
of Germany, H, Chs. i-iii. Tuttle, History of Prussia, I. 
Macaulay's Essay on Frederick the Great is interesting 
and graphic, but contains many exaggerations ; it should 
be corrected by reference to Henderson or Tuttle. 
Carlyle, Frederick the Great, Bks. I-X. 
Additional Topics : 

A. Origin of the Hohenzollern family. Carlyle, Fred- 
erick the Great, Bk. II, Chs. v, vi. 

B. Frederick WilHam's reception of the Salzburg 
Protestants. Carlyle, Bk. IX, Ch. iii. 

C. Frederick William's true and legendary character. 
Macaulay, Frederick the Great. Henderson, II, Ch. ii. 
Lavisse, The Youth of Frederick the Great. 

51. Frederick the Great, i 740-1 786. 

a. The youth of Frederick the Great. 

b. The War of the Austrian Succession, 1 740-1 748: death 

of Emperor Charles VI and Frederick William I in 
1740 ; the Pragmatic Sanction ; Maria Theresa and her 
difficulties ; Frederick the Great and his ambitions ; his 



1 84 Mediasval and Modern European History 

invasion of Silesia ; interests of France and England ; 
results of the war. 

c. The interval of peace : reforms in Prussia and Austria ; 

Maria Theresa's secret alliances and their purpose ; 
Frederick's perilous position ; his change of policy and 
alliance with England. 

d. The Seven Years' War, 1 756-1763: how Frederick de- 

fended Silesia ; his occupation of Saxony ; the battles 
of Rossbach, Leuthen, and Zorndorf; Frederick's 
critical position in the last years of the war ; change 
in Russia's policy ; effect of the war on the rivalry 
between Prussia and Austria. 

e. Frederick's later years: his share in the first partition 

of Poland; Frederick's character and death, 1786. 

Brief Accounts : Myers, 302-308. Robinson, 518-522. 

Longer Accounts : Longman, Frederick the Great and 
the Seven Years' War, Henderson, Short History of 
Germany, H, Ch. iv. Carlyle, Frederick the Great. 
Macaulay, Essay on Frederick the Great. Kugler, Fred- 
erick the Great (rich in illustrations by Menzel). Bright, 
Joseph H, and Maria Theresa (Foreign Statesmen 
Series). Perkins, France under Louis XV, Chs. v-viii, 
xii-xv, xxi. 

Sources: Frederick William Fs instructions for his 
son's education, in Lavisse, The Youth of Frederick the 
Great. Frederick the Great, History of My Own Times. 
Special Map Work : 

Sketch map showing the extent of Prussia's territory 
at the death of Frederick the Great. Myers, 307. 
Fyffe, History of Modern Europe, frontispiece. Putzger, 
Atlas, No. 24. West, 297. 
52. Frederick the Great in Time of Peace. 

a. Personal appearance; habits and popularity of "Father 

Fritz." 

b. Frederick as musician, author, and philosopher ; life at 

Sans Souci ; Voltaire's visits and quarrels. 

c. Frederick's measures for the welfare of his people. 



Outline of European History 185 

d. Frederick a typical " enlightened despot " : his idea of a 

rulers duty; comparison of Frederick with Joseph II 
and Catherine II ; the advantages and disadvantages 
of government by "enlightened despots." 

e. Frederick's place in history : his importance in Prussian 

and in German history ; Frederick a national hero. 
f. German literature in the Age of Frederick the Great. 

Brief Accounts : Myers, 307-310, 334-338. Robinson, 
519-522. 

Longer Accounts : Henderson, Short History of Ger- 
many, II, Ch. V, Longman, Frederick the Great. 
Kugler, Frederick the Great, Chs. xxi, xxii, xxxviii-xliv. 
Carlyle, Frederick the Great, Bk. XVI. Tuttle, History 
of Prussia, III, Chs. iii-v. 
Additional Topics : 

A. Frederick and Voltaire as typical representatives 
of the eighteenth century. Morley, Voltaire, Ch. iv. 

B. Joseph II as an enlightened despot. Bright, 
Joseph II, Chs. iii, vi. 

53. The Expansion of England. 

a. In North America: settlements at Jamestown, Plymouth, 
and Boston ; conquest of New York ; characteristics 
of the English colonies in America ; struggle between 
England and France for North America; England's 
gains by the Peace of Utrecht, 171 3; Wolfe and the 
capture of Quebec, 1759; the Peace of Paris, 1763; 
how England lost her Thirteen Colonies ; the share 
of France in the American Revolution. 

b. In India: English trade settlements in India; French 

settlements and policy toward the natives ; struggle 
between England and France for India; the "Black 
Hole" ; Clive and the battle of Plassey, 1757; War- 
ren Hastings and the English government of India. 

c. How the wars in Europe were connected with those in 

America and India. (For table of these Wars, see 
Out line of American History, section 13.) 

d. The decline of France in the eighteenth century. 



I 86 Mediaeval and Modern European History 

Brief Accounts : Robinson, 523-536. Myers, 230, 312- 
313, 318-331. AdamS; Growth of the French Nation, 
Ch. xiv. 

Longer Accounts: McLaughlin, History of the American 
Nation, Chs. ii-iv ; vi ("France and England, 1608- 
1763''). Seeley, Expansion of England. Mahan, Influ- 
ence of Sea Power upon History, 1660-1783, Ch. viii. 
Parkman, Sti"uggle for a Continent (edited by Edgar). 
Macaulay, Essays on Lord Clive and Warren Hastings. 
Perkins, France under Louis XV, Chs. ix, x. Emil 
Reich, "A New View of the War of American Inde- 
pendence," North American Review, July, 1903. 

General accounts of the growth and struggles of the 
English colonies in America may be found in the text- 
books of Channing, McLaughlin, and Eggleston ; and 
detailed accounts in the works of Fiske, Parkman, Lecky, 
and Trevelyan. 

Source : Colby, Selections from the Sources of English 
History, Nos. 66, 69, 70, 88, 94-96. 
Additional Topics : 

A. What were the differences between the French 
and English colonies in North America? Parkman, Old 
Regime in Canada, Ch. xxiv. 

B. John Law and the Mississippi Bubble. Perkins, 
France under the Regency, Chs. xiii-xv. Adams, Growth 
of the French Nation, 237-240. 

X. The French Revolution, 1789-1795. 

54. The Abuses and Evils of the Old Regime. 

a. Inherent weaknesses of an absolute monarchy ; incapacity, 

folly, and indifference of Louis XV ; reckless extrava- 
gance ; lettres de cachet. 

b. Survival of feudal abuses : lack of uniform laws and 

administration ; feudal privileges of nobility and higher 
clergy without corresponding duties; absenteeism. 

c. Political and social evils : taxation ; taille and gabelle ; 

oppression of government officials. 

d. Economic evils : lack of roads, of freedom of work, and 



Outline of European History 187 

of commerce ; poverty and hardships of the peasants 

and parish priests. 

Brief Accounts : Robinson, Western Europe, 537-546. 
Adams, Growth of the French Nation, 258-268. Gar- 
diner, P^rench Revohition, 1-13. 

Longer Accounts : Lowell, Eve of the French Revolu- 
tion, Chs. ii, iii, vi, xiii-xv. Taine, The Ancient Regime, 
Chs. i, ii. Ue Tocqueville, The Old Regime and the 
Revolution. 

Sources : Pennsylvania Reprints, V, No. 2 ; VI, No. r. 
Arthur Young, Travels in France, 1 787- 1 789 (for references 
to special pages see Historical Sources in Schools, § 43). 
Additional Topics : 

A. Society and life in Paris before 1789. Lowell, Eve 
of the French Revolution, Ch. xi. 

B. The army and its officers before 1789. Ibid., 
Ch. vii. 

C. Decline of respect and love of the people toward 
the king during reign of Louis XV. Carlyle, French 
Revolution, Bk. L Perkins, France under Louis XV, II, 
319-337- 

D. Origin and justification of the system of privilege. 
Taine, The Ancient Regime, Bk. I, Chs. i, ii. 

55. Growth of a Revolutionary Spirit before 1789. 

a. The Parlements of the eighteenth century: how they 

called attention to the existing evils and proposed 
" fundamental laws." 

b. Influence of the writers : Voltaire's attack on the church ; 

Rousseau's Social Contract; Montesquieu's Spirit of 
the Law^s ; the Encyclopedists ; the new school of 
economists. 

c. The effect of the American Revolution. 

d. How the people came to realize the evils of the Old 

Regime ; the desire for liberty, equality, and fraternity. 

Brief Accounts : Robinson, 546-557. Adams, Growth 
of the French Nation, 268-272. Myers, Modern Age, 
345-350- 



I 88 Mediasval and Modern European History 

Longer Accounts : Lowell, Eve of the French Revolu- 
tion, Chs. iv, V, X, xv-xxi. Taine, The Ancient Regime. 
Morley, Voltaire ; Rousseau. Lecky, History of Eng- 
land in the Eighteenth Century, Ch. xx; French Revolu- 
tion (edited by Bourne in one volume), 1-90. Perkins, 
France under Louis XV, II, 361-475. 

Sources : Pennsylvania Reprints, VI, No. i (French 
Philosophers of Eighteenth Century). Rousseau, The 
Social Contract. 
Additional Topics : 

A. Influence of England upon the growth of revolu- 
tionary ideas in France. Lowell, Eve of the French 
Revolution, Chs. ix-x. 

B. Admiration of the French for Benjamin Franklin. 
Hale, Franklin in France, II, Chs. v, xx. Morse, Franklin, 
Ch. ix ; especially pp. 230-236. 

C. The expulsion of the Jesuits from France. Per- 
kins, France under Louis XV, Ch. xvii. 

56. Louis XVI (i 774-1793) and Attempts at Reform. 

a. Louis XVFs character ; comparison with his grandfather ; 

his marriage with Marie Antoinette. 

b. Turgot's ideas and reforms (i 774-1 776) ; why his reforms 

were opposed by every class of society ; Turgors 
dismissal. 

c. Attempted reforms of Necker and Calonne ; the Assem- 

bly of Notables, 1787. 

d. Impossibility of financial reform ; growing demand for a 

meeting of the Estates-General. 

Brief Accounts : Robinson, 552-561. Gardiner, French 
Revolution, 17-29. Lodge, Modern Europe, 476-489. 
Rose, Revolutionary and Napoleonic Era, 30-35. 

Longer Accounts : Lowell, Eve of the French Revolu- 
tion, Chs. ii, XV. Carlyle, French Revolution, Bk. Ill, 
Chs. ii, iii. Say, Turgot. Lecky, England in the Eigh- 
teenth Century, Ch. xx ; French Revolution (in one 
voluuiCj edited by Bourne), iu-163. 



Outline of European History 189 

Additional Topic : 

Beaumarchais. Perkins, France under Louis XV, II, 
310-319. 

57. The Beginning of the Revolution, and Destruction of 

THE Old Regime, 1789. 
a. The Estates-General of 1789: Siey^s' pamphlet, public 
opinion, and the ca/iiers ; meeting of the Estates-Gen- 
eral at Versailles, May 5, 1789; how should it vote; 
the " National Assembly ■' and " Tennis Court Oath " 
(June 20). 
d. Fall of the Bastile (July 14) ; its real and legendary 

importance. 
c. Decrees of August 4; establishment of a national guard. 
Brief Accounts: Robinson, 561-568. Adams, Growth 
of the French Nation, 273-280. Myers, The Modern 
Age, 351-360. Morris, French Revolution, 19-33. 

Longer Accounts : Gardiner, French Revolution, 29- 
50. Lecky, England in the Eighteenth Century (last 
part of Ch. xx), or in his French Revolution (edited by 
Bourne), 164-182. Rose, Revolutionary and Napoleonic 
Era, 35-42. Morse Stephens, Revolutionary Europe, 
49-60. 

Sources : Pennsylvania Reprints, IV, No. 5, " Typical 
Cahiers of 1789." Hazen, Contemporary American 
Opinion of the French Revolution, 40-48, 64-78. 
Additional Topics : 

A. Character and policy of Mirabeau. Gardiner, 
French Revolution, and biographies of Mirabeau by 
Willert (in Foreign Statesman Series), and by Von 
Hoist. 

B. What people in England thought of Revolution in 
France. Burke, Reflections on the Revolution in France. 
Lecky, England in the Eighteenth Century, Ch. xxi, or 
his French Revolution (edited by Bourne), 183-241. 

58. The Attempt to make a Constitution, i 789-1 791. 

a. The "Declaration of the Rights of Man,'' and the divi- 
sion of France into departments. 



190 Mediaeval and Modern European History 

b. Position of the king : the veto question ; scarcity of 

bread; "To Versailles," October 5. 

c. Financial measures, — assignats and confiscation of 

church property ; civil constitution of the clergy and 
the " non-jurors " ; emigration of the nobles. 
d. The flight to Varennes (June 20, 1791), and its conse- 
quences ; unpopularity of Marie Antoinette. 
Brief Accounts : Robinson, Western Europe, 568-576. 
Adams, Growth of the French Nation, 280-286. Myers, 
360-365. 

Longer Accounts : Morris, French Revolution, 33-53. 

Gardiner, French Revolution, 58-90. Lecky, England 

in the Eighteenth Century, Ch. xxi ; French Revolution 

(edited by Bourne), 242-299. Rose, Revolutionary and 

Napoleonic Era, 43-58. Morse Stephens, Revolutionary 

Europe, 60-76, 98-102. 

59. The Failure of the Constitution and Fall of the 

Monarchy, i 791-1792. 

a. The Legislative Assembly (October i. 1 791 -September 

20, 1792) : hostility of Jacobin and Girondist parties; 

decline of the assignats ; opposition of the clergy ; 

weakness of the king ; continued emigration of nobles. 

d. Interference of Europe in the French Revolution : the 

Declaration of Pillnitz ; its effect on feeling in France ; 

decree against the emigres ; declaration of war against 

Austria ; decree of " the country in danger " ; the 

"federates" of July 14, 1792, and the Marseillaise; 

manifesto of the Duke of Brunswick. 
c. Insurrection of the loth of August and its results. 

Brief Accounts: Robinson, 576-583. Adams, Growth 
of the French Nation, 285-289. Myers, 366-369. 

Longer Accounts : Morris, French Revolution, 54-74. 
Gardiner, French Revolution, 93-118. Lecky, England 
in the Eighteenth Century, Ch. xxii ; French Revolution 
(edited by Bourne), 314-424. Fyfife, History of Modern 
Europe, i-io, 28-33. Rose, Revolutionary and Napoleonic 
Era, 59-68. Morse Stephens, Revolutionary Europe, 
105-116. 



Outline of European History 191 

Additional Topic : 

Why the French people hated Marie Antoinette. 
Lecky, French Revolution, 314-356. 

60. The First French Republic and the War against 

Europe, i 792-1 793. 

a. The advance of the invaders : feeling in Paris ; Marat 

and the newspapers ; the September massacres ; the 
cannonade of Valmy, September 20, 1792. 

b. Establishment of the Republic : meeting of the National 

Convention ; the three parties and the leaders ; the 
monarchy; proclamation of the Republic and the 
" Year I " ; trial and execution of the king. 

c. The spread of the Revolution ; victories and conquests 

of the "volunteers of 1792"; how the revolutionary 
ideas spread into other countries ; how they were 
checked ; Dumouriez. 

d. The Committee of Public Safety and expulsion of the 

Girondists (June 2, 1793). 

Brief Accounts : Robinson, Western Europe, 582-588. 
Myers, Modern Age, 369-378. 

Longer Accounts: Morris, French Revolution, 75-97. 
Fyffe, 33-40, 44-49. Gardiner, 1 19-155. Morse Stephens, 
Revolutionary Europe, 114-121, 124-129. Rose, Revolu- 
tionary and Napoleonic Era, 68-83. 

Source : Hazen, Contemporary American Opinion of 
the French Revolution, 84, 117. 

Imaginative Literature : Dickens, Tale of Two Cities. 
Victor Hugo, Ninety-Three. 
Additional Topics : 

A. The cause of the September massacres. Belloc, 
Danton. 

B. Trial and execution of Louis XVI. Carlyle, 
Vol. II, Bk. IV, Chs. vi-viii. 

61. The Reign of Terror, i 793-1 794. 

a. Opposition to the Revolution : peasants in Brittany and 
La Vendee ; alliance with England ; Charlotte Corday. 
d. The gaiillotine and its victims. 



192 Mediaeval and Modern European History 

c. The Reign of Terror : the Revolutionary Calendar and 

Worship of Reason ; the three factions of the Moun- 
tain (Robespierre, Hebert, Danton) ; character and 
rule of Robespierre ; the Festival of the Supreme 
Being. 

d. The fall of Robespierre, July 27, 1794: reaction after 

the Reign of Terror. 

Brief Accounts : Myers, 377-389. Robinson, 588-591. 
Adams, Growth of the French Nation, 290-292. 

Longer Accounts: Morris, French Revolution, 97-125. 
Gardiner, French Revolution, 156-220. Rose, Revolu- 
tionary and Napoleonic Era, 78-88. Morse Stephens, 
Revolutionary Europe, 130-147. 
Additional Topics : 

A. Madame Roland. Tarbell, Madame Roland. 

B. Charlotte Corday. Carlyle, French Revolution, 
Vol. Ill, Bk. vii, Ch. i. 

C. The Revolutionary Calendar. Carlyle, Vol. Ill, 
Bk. vii, Ch. iv. 

XI. Napoleon Bonaparte and the Napoleonic Wars, 1795- 
1815. 
62. France in 1795. 

a. France and Europe : successes of the French against 

English, emigres^ and Dutch (the " Batavian Repub- 
lic ") ; peace with Spain and Prussia, 1795. 

b. Beneficial progress achieved in France during six years 

of revolution. 

c. The Constitution of 1795 or the "Year III": the 

"Directory"; unpopularity of the Convention ; Bona- 
parte's " whiff of grape shot." 

d. Napoleon Bonaparte's early life and opportunity : nation- 

ality ; education ; boyish ambitions and occupations ; 

his part in the siege of Toulon ; marriage ; personal 

appearance and habits ; his opportunity in 1795. 

Brief Accounts : Robinson, 590-595. Myers, 390-393. 
Morris, French Revolution, 132-142. Adams, Growth 
of the French Nation, 292-298. Rose, Revolutionary 



Outline of European History 193 

and Napoleonic Era, 93-99. Ropes, The First Napoleon, 
12-21. 

Longer Accounts: Fyffe, 51-73. Gardiner, French 
Revolution, 221-253. Morse Stephens, Revolutionary 
Europe, 130-131, 154-166. Fournier, Napoleon the 
First, 1-71. Rose, Napoleon I, 1-69. Seeley, Napoleon 
the First, 11-36. Johnston, Napoleon, 1-26. Ropes, 
"Some Illustrations of Napoleon and his Times,"' 
Scribner's Magazine, June, 1887. 

Remark. -The histories of Napoleon and his time are innumerable • the 
best short bibliography is that in Fournier's Napoleon the First 745-788 
This IS also the most satisfactory biography of Napoleon for school purposes" 
Lanfrey's history of Napoleon I (translated into EngUsh. 4 vols.) is the standard 
French biography, but is written in a spirit hostile to Napoleon. J H Roses* 
Life of Napoleon I (2 vols.) and W. M. Sloane's Life of Napoleon Bonaparte 
(4 vols.) are the standard biographies in English; the latter is sumptuously 
Illustrated, and is also accessible in the Century Magazine. Ropes's The First 
Napoleon is rather a series of essays on special topics; military matters are 
better dealt with by him than any one else ; it is written in a spirit very friendly 
to Napoleon ; teachers will therefore find it a suggestive exercise to have pupils 
compare the accounts of Lanfrey and Ropes. Seeley's Napoleon the First is 
particularly valuable for its suggestiveness and for its philosophic analysis of 
Napo eon s rise and fall ; it is better adapted for maturer students. Johnston's 
Napoleon is a brief but good sketch. 

The memoirs of Bourrienne, Meneval, Pasquier, Remusat, and Talleyrand 
have been translated into English. Special references to them may be found in 
Historical Sources in Schools, ^^ 44. 

63. General Bonaparte in Italy and Egypt, 1796-1799. 
a. Bonaparte's first campaign in Italy, 1 796-1 797: why 
Bonaparte was given the command; how he encour'- 
aged his soldiers ; how the French army differed from 
the Austrian and Sardinian armies ; battles of Lodi and 
Areola; siege of xMantua ; fate of Venice; treaty of 
Campo Formio, 1797; the Cisalpine Republic; Bona- 
parte's reception on his return to Paris. 
^. The Egyptian expedition : its purposes and the causes 
of its failure; how it illustrates Bonaparte's character 
and plans. 



194 Medieval and Modern European History 

Brief Accounts : Robinson, 590-598. Myers, 392-400. 
Ropes, The First Napoleon, 21-41. Morris, French 
Revolution, 145-168. 

Longer Accounts: Seeley, 37-82. Fournier, 72-153. 
Rose, Napoleon I, 70-1 97. Rose, Revolutionary and Napo- 
leonic Era, 97-118. Johnston, 27-70. EyfFe, History of 
Modern Europe, 74-1 15. Mahan, Influence of Sea Power 
upon the French Revolution and Empire, I, 240-334. 

Sources : Bourrienne, Memoirs, I, Chs. xii-xiii. Colby, 
Sources, 281 (the battle of the Nile). 
Additional Topics : 

A. Bonaparte's treatment of the conquered Italians. 

B. Bonaparte"'s plans of conquest in the Orient. 
• 64. Bonaparte as Consul, i 799-1 804. 

a. The coup d^ctat of 1799 (eighteenth Brumaire) : what 
happened in France while Bonaparte was in Egypt ; 
his reception in Paris on his return ; the coup d'etat ; 
constitution of the Consulate ; how the First Consul 
kept the real powder in his own hands. 
d. Bonaparte's second campaign in Italy, 1 800-1 801 : battle 
of Marengo ; Moreau at Hohenlinden ; peace with Aus- 
tria at Luneville (1801) and with England at Amiens 
(1802). 
c. The interval of peace (i 801-1803) and reconstruction 
of French institutions : the Concordat ; decrees in 
favor of emigrant nobles ; renewal of old habits and 
society ; the Code Napoleon and its importance ; 
schools, scholars, and the Legion of Honor ; Bona- 
parte's colonial projects ; Louisiana. 
Brief Accounts : Robinson, 598-609. Myers, 400-414. 
Morris, French Revolution, 168-196. Ropes, 42-62. 
Seeley, 83-105. 

Longer Accounts: Fournier, 154-241. Rose, Revolu- 
tionary and Napoleonic Era, 1 19-147. Rose, Napoleon I, 
198-344. Johnston, 59-101. Fyffe, 1 13-178. Mahan, 
Influence of Sea Power upon the French Revolution and 
Empire, II, 1-106. 



Outline of European History 195 

Additional Topics : 

A. Bonaparte's reconstruction of Germany. Fyife, 
166-173. Seeley, Life and Times of Stein, I, 133-145. 

B. How the United States secured Louisiana. Chan- 
ning, Students' History of the United States, 337-340. 
Turner, in Atlantic Monthly, May, June, 1904. 

C. Bonaparte's idea of good society. Remusat, Me- 
moirs. 

65. The Napoleonic Empire, 1804. 

a. Royalist plots against Bonaparte : the execution of the 

Due d'Enghien and its effect on Europe. 

b. Restoration of the Empire : Napoleon I the " successor 

of Charlemagne " ; how old Europe regarded the new 
emperor. 

c. Renewal of war : Malta ; occupation of Hanover ; coast 

blockade ; changes in the dependent kingdoms ; prep- 
arations for the invasion of England; Napoleon's 
weakness on the ocean; the battle of Trafalg-ar, 

1805. 

Brief Accounts: Myers, 416-420. Robinson, 608-610. 
Rose, Revolutionary and Napoleonic Era, 140-158. 
Fyffe, 179-187. 

Longer Accounts: Seeley, 105-122. Ropes, 62-87. 
Fournier, 242-294. Rose, Napoleon I, Chs. xvi-xxi. 
Mahan, Influence of Sea Power upon the French Revo- 
lution and Empire, Chs. xv, xvi. Fay, " The Execution 
of the Due d'Enghien," in American Historical Review, 
July-October, 1898. 

66. Napoleon's Campaigns from Austerlitz to Tilsit, 1805- 

1807. 

a. Campaign against Austria, 1805: capitulation of Ulm ; 

battle of Austerlitz ; end of the Holy Roman Empire ; 
Francis H, "Emperor of Austria"; the Confederation 
of the Rhine. 

b. Campaign against Prussia, 1806: battle of Jena. 

c. Campaign against Russia, 1807: battle of Eylau ; terms 

of the Treaty of Tilsit. 



196 Mediaeval and Modern European History 

d. Napoleon\s " Continental System " : purpose ; difficulty 

in execution ; its effect on the European powers. 

Brief Accounts: Myers, 430-431. Robinson, 611- 
616. 

Longer Accounts : Seeley, 123-144. Ropes, 108-129. 
Rose, Revolutionary and Napoleonic Era, 158-183. 
Fournier, 298-432. Rose, Napoleon I, Chs. xxii-xxvii. 
Fyffe, 187-240. Mahan, Influence of Sea Power upon 
the French Revolution and Empire, Ch. xviii. 

Sources : The Berlin Decree. Colby, Selections from 
Sources of English History, No. no. 
Additional Topic : 

The effect of Napoleon's Continental System upon 

the United States. Channing, Students' History of the 

United States, 343-354. See also Outline of American 

History^ section 23. 

67. The National Uprisings against Napoleon, 1808-18 12. 

a. The Spanish revolt, 1808-1809: importance of Spain 

and Portugal to Napoleon's plans ; Joseph's troubles ; 
Napoleon in Spain ; how the opposition to Napoleon 
in Spain differed from previous opposition. 

b. The Austrian revolt, 1809: Austria's hopes; battle of 

Wagram ; Austria's humiliation ; Napoleon's second 
marriage ; his annexations ; position in Europe in 1810 ; 
elements of weakness in his empire. 

c. Napoleon's invasion of Russia, 181 2: purpose; causes 

of failure ; its effect on Napoleon's power. 

d. The Prussian rising, 1813: social and military reforms 

in Prussia; Frederick William Hi's proclamations; 

beginning of the " War of Liberation." 

Brief Accounts : Myers, 430-446. Robinson, 618-622. 

Longer Accounts: Ropes, 130-203. Seeley, 145-181. 
Rose, Revolutionary and Napoleonic Era, Ch. ix. Four- 
nier, 434-579. Rose, Napoleon I, Chs. xxviii-xxxiii. 
Seeley, Life and Times of Stein, I, 335-361. 

Imaginative Literature : Southey, At Coruila. Wolfe, 
Burial of Sir John Moore. 



Outline of European History 197 

Map Work: 

Sketch map of Europe showing Napoleon's empire 
and dependent states in 1810. Myers, 436. Robinson, 
614. Rose, Revolutionary and Napoleonic Era, 217. 

68. The Downfall of Napoleon, 181 3-1 81 5. 

a. Leipzig, 1813: importance of this battle for Napoleon 

and for Europe. 

b. Elba, 1 8 14: invasion of France by the allies; exhaustion 

of France ; desertions from Napoleon ; Napoleon's 
abdication ; how he lived at Elba. 

c. Waterloo, 181 5: Napoleon's return and reception; the 

"■Hundred Days"; the battle of Waterloo, June 18, 
1815 ; Napoleon's second abdication. 

d. St. Helena, 181 5-182 1 : how Napoleon passed the days 

of his exile ; his character ; his place in history. 

Brief Accounts : Myers, 446-451. Robinson, 623-624. 

Longer Accounts: Seeley, 182-233. Ropes, 203-308. 
Rose, Revolutionary and Napoleonic Era, Chs. x, xi. 
Fournier, 580-744. Rose, Napoleon I, Chs. xxxv-xlii. 
Rosebery, Napoleon : The Last Phase (an interesting 
account of Napoleon's life at St. Helena). 

Imaginative Literature : Erckmann-Chatrian, The Con- 
script of 1813 ; Waterloo. Victor Hugo, Les Miserables 
(especially on the battle of Waterloo). 
Additional Topics : 

A. How far was Napoleon favored by circumstances? 
Seeley, 240-279. 

B. Napoleon's wTitings. 

C. What in his career did Napoleon regret? Rose- 
bery, Napoleon: The Last Phase, Ch. xiv("The Su- 
preme Regrets "). 

D. Napoleon's hold on his soldiers. Ropes, 310-319. 
XII. Grow^th of Nationality, Democracy, and Liberty in the 

Nineteenth Century. 

69. The Congress of Vienna and Metternich's System of 

Absolutism. 
a. Forces in the development of Europe in the nineteenth 



198 Medieval and Modern European History 

century : nationality ; popular sovereignty and consti- 
tutional government ; equality ; personal liberty ; the 
press ; industrial and commercial progress ; colonial 
expansion ; European Congresses. 

b. The Congress of Vienna, 1814-1815 : the principle of 

legitimacy ; the territorial problems and their settle- 
ment ; the constitutional arrangements ; failure of the 
Congress to take account of the new forces in the 
development of Europe in the nineteenth century. 

c. Metternich's system of absolutism, 181 5-1848: aims of 

Metternich and Czar Alexander; the Holy Alliance; 

struggles against absolutism in Spain, Germany, and 

Italy. 

Brief Accounts : Myers, 454-467. Robinson, 625- 
637. West, Modern History, 382-392. 

Longer Accounts : Fyffe, History of Modern Europe, 
368-524 (scholarly, but a little long for school use). 
Seignobos, Political History of Europe since 18 14 (trans- 
lated by Mac Vane), Chs. i, xxv (comprehensive and 
clearly arranged ; dull for reading but good for refer- 
ence). Phillips, Modern Europe, 1-134 (the most recent 
and readable one-volume history ; valuable for showing 
international relations). Miiller, Political History of 
Recent Times, 1-62. Andrews, Historical Development 
of Modern Europe, I, 86-133. Seeley, Life and Times 
of Stein, II, 317-478. 

Sources : Correspondence of Prince Talleyrand with 
Louis XVIII during the Congress of Vienna (edited by 
Pallain). Pennsylvania Reprints, I, No. 3 (contains the 
French Charter of 1 814, the German Act of Confederation 
of 181 5, and documents on the Holy Alliance and Met- 
ternich''s anti-revolutionary policy). 
Map Work: 

Sketch map of Europe in 181 5 showing the territo- 
rial settlements of the Congress of Vienna. Myers, 458. 
Robinson, 627. Phillips, at end of book. Gardiner, 
School Atlas, 59. 



Outline of European History 199 

Additional Topics : 

A. Talleyrand at the Congress of Vienna. 

B. Origin of the Monroe Doctrine. Channing, Stu- 
dents' History of the United States, 377-381. See also 
Oidline of American History, section 27. 

Remark. — In the nineteenth century the nations of Europe have come into 
closer contact with each other, and their history becomes more and more inter- 
woven ; this is partly the result of the introduction of railroads, steam vessels, 
the magnetic telegraph, and the daily newspaper. This fact has led some histo- 
rians (Robinson, Fyffe, and Phillips) to treat the nineteenth century chrono- 
logically, showing this close interrelation ; this method is perhaps more scientific 
and" scholarly, but also more difficult. It is simpler and easier for young stu- 
dents to follow the development of but one nation at a time. This topical 
method is the one followed in this outline ; it is also that of Myers, Seignobos, 
and Andrews. 

70. The Paris Revolutions of 1830 and 1848. 

a. France after the restoration of the Bourbons : compari- 

son of France in 1789 and in 1815 ; the Charter; Louis 
XVIII ; Charles X ; reactionary measures. 

b. The July Revolution in Paris, 1830; democracy and 

the press ; Louis Philippe, " King of the French " ; 
his character and reign ; effect of the revolution upon 
Belgium and Poland. 

c. The February Revolution in Paris, 1848. 

d. The Second Republic, 1 848-1 852: what the socialists 

wanted ; what the people of P'rance wanted ; Louis 

Napoleon, his character and ambitions. 

Brief Accounts: Myers, 468-472. Adams, Growth of 
the French Nation, 318-326. 

Longer Accounts: Seignobos, 103-170. Phillips, 168- 
209, 255-272. Fyffe, 427-446, 603-630, 699-706, 730- 
737. Andrews, I, Chs. iv, vii, viii. Miiller, 90-120, 
172-202. 

71. France under Napoleon III and the Third Republic. 

a. The Second Empire, 1852-1870: Louis Napoleon's coup 
d^etat of December 2, 1852 ; its democratic character; 
mistakes of Napoleon I IPs foreign policy ; the Franco- 
Prussian War; the surrender at Sedan, 1870. 



200 Mediaeval and Modern European History 

b. The Paris Commune, 1871. 

c. The Third RepubHc, 1870- ; Thiers; the Constitutional 

Laws; difficulties of the Third Republic; reasons for 

its stability. 

Brief Accounts: Myers, 472-480. Adams, Growth 
of the French Nation, 326-340. Robinson, 642-644 ; 
661-665. 

Longer Accounts: Seignobos, 170-227. FyfFe, 968- 

1019. Lowell, Governments and Parties in Continental 

Europe, I, Chs. i, ii. Coubertin, Evolution of France 

under the Third Republic. Boclley, France (interesting). 

Additional Topics : 

A. Gambetta. 

B. The Pope and the Third Republic. 

C. The present government of the Third Republic. 
Lowell. Bodley. 

72. The Unification of Italy. 

a. State of Italy in 181 5: Italy a "geographical expres- 

sion " ; effects of Napoleon's conquests and reforms ; 
Austrian possessions and influence in Italy. 

b. Struggles against Austrian absolutism, 181 5-1848: the 

carbonari; Mazzini ; the revolution of 1848; Charles 
Albert and the Constitution ; failure of the first war 
against Austria. 

c. Union of Italy under Victor Emmanuel II ( 1 849-1 878) : 

position of Piedmont in Italy ; Cavour's aims and 
diplomatic achievements ; the war of 1859 with Austria 
and its results ; Garibaldi's career and additions to the 
kingdom of Italy; the Roman question; final union 
of Italy, 1870. 

d. The Papacy : how its power was affected by the union of 

Italy; "the prisoner of the Vatican"; Leo XIII and 
his policy. 

e. The kingdom of Italy since 1870: parliamentary gov- 

ernment ; economic distress and emigration ; colonial 

failures. 

Brief Accounts : Myers, 510-530. West, 457-464. 



Outline of European History 201 

Longer Accounts : Seignobos, Chs. xi, xxiii. Phillips, 
Ch. XV. Fyfife, Ch. xxii. Probyn, Italy, 1815-1890. 
Stillman, Union of Italy (Cambridge Historical Series). 
Countess Cesaresco, The Liberation of Italy, 181 5-1895 
(picturesque and interesting) ; by the same writer, 
Cavour (Foreign Statesmen). Lowell, Governments and 
Parties in Continental Europe, I, Chs. iii, iv. Thayer, 
Throne-Makers (" Cavour ''''). 

Source : Delia Rocca, The Autobiography of a Veteran. 
Additional Topics : 

A. The march of " The Thousand." 

B. Napoleon Ill's policy toward Italy. 

C. Garibaldi's career in America and ItaJy. 

D. The Vatican Council, 1 869-1 870. 

E. The present government of Italy. Lowell. 
Map Work: 

Sketch map of Italy in 1870, showing, with dates, the 
additions to Piedmont since 181 5. Myers, 522. Phillips, 
map at end of book. West, 465. Putzger, No. 28. 
73. The Struggle for Liberty and Unity in Germany, 
1815-1858. 

a. The German Confederation of 181 5 : its defects and weak- 

nesses ; Metternich's influence ; why Austria and Prussia 
were rivals ; Prussia's Customs Union {Zollverein) and 
its importance. 

b. The revolutions of 1848: growth of liberalism since 

181 5; attempts to suppress it; effects of the Paris 
revolution of 1848 upon events in Prussia, Austria, 
Hungary, and Italy. 

c. First attempts at German unity : the Frankfort Parlia- 

ment and its failure ; Prussia's humiliation and isola- 
tion. 

Brief Accounts : Myers, 532-542. Robinson, 631-635, 
644-653. West, 449-456. 

Longer Accounts : Seignobos, Ch. xiv. Phillips, Chs. 
iii, xi-xiii. Henderson, Short History of Germany, II, 
Ch. viii. Fyffe, 681-699, 707-809. Andrews, I, Chs. 



202 Mediaeval and Modern European History 

vi, ix, X. Headlam, Bismarck (Heroes of the Nations), 
Chs. iii-v. 

Source: Bismarck, Reflections and Reminiscences. 
Additional Topic: 

A. The March revolution in Berlin, 1848. Bismarck, 
Reflections and Reminiscences, Ch. ii. 
74. The Foundation of the German Empire under Bis- 
marck AND William I (1858-1888). 

a. Preparation for conflict : reorganization of the Prussian 

military system ; Bismarck's earlier career, his character, 
and policy of "blood and iron''; his victory over the 
Prussian Parliament. 

b. Triumph of Prussia over Austria : the Schleswig-Holstein 

War, 1864; the Austro-Prussian War of 1866; end of 
the German Confederation ; the North German Con- 
federation, 1867; Austria's position after 1867. 

c. The Franco-Prussian War, 1 870-1 871 : causes; German 

victories ; proclamation of the New German Empire ; 
" Emperor William I"; Alsace-Lorraine. 

d. Germany since the Franco-Prussian War : the Triple 

Alliance; William II; German colonial policy; the 

power of the Social Democrats. 

Brief Accounts : Myers, 542-554. Robinson, 656-667. 
Whitcomb, 214-219. West, 466-494. 

Longer Accounts : Phillips, Chs. xvi-xviii. Seignobos, 
Chs. XV, xvi. Andrews, II, Chs. v, vi. F^-fle, Chs. xxiii, 
xxiv. Headlam, Bismarck (Heroes of Nations). Thayer, 
Throne-Makers ("Bismarck"). Munroe Smith, Bis- 
marck. Henderson, Short History of Germany, II, 
Chs. ix, x. Lowell, Governments and Parties, Chs. v-vii. 
Additional Topics : 

A. Comparison of French and German preparations 
before the war of 1870. 

B. Bismarck as a statesman. 

C. The principles, leaders, and power of the Social 
Democrats in Germany. West, 489-494. Lowell, Gov- 
ernments and Parties, II> Chs. v-vii. 



Outline of European History 203 

75. Austria-Hungary under Francis Joseph I, 1848-. 

a. The various races in Austria-Hungary : their characteris- 

tics and ambitions ; the Pan-Slavic movement. 
Map Work: 

Sketch map of Austria-Hungary showing the various 
races and where they live. Robinson, 649. Whitcomb, 
221. West, 500. Phillips, map at end of book. 

b. The revolutions of 1848: flight of Metternich ; acces- 

sion of Francis Joseph ; revolts in Bohemia and Hun- 
gary ; Hungarian Constitution of 1848 ; suppression of 
these revolts. 

c. Establishment of the dual monarchy, 1867: decline of 

Austria's influence in Germany and Europe after the 
revolutions of 1848; effect of the Prussian and Italian 
wars of 1866; restoration of the Hungarian Constitu- 
tion ; establishment of the " Dual Monarchy " and the 
Compromise i^Aiisgleich) of 1867. 

d. Austria-Hungary since 1867: acquisition of Bosnia and 

Herzegovina ; Austria's interests in the Balkan Penin- 
sula ; internal difliculties m the Austro-Hungarian 
government. 
Brief Accounts: Whitcomb, 221-236. Myers, 541, 

556-560. Robinson, 646-653. 

Longer Accounts : Lowell, Governments and Parties in 

Continental Europe, H, Chs. viii-x. Seignobos, Chs. xiii, 

xvii. Andrews, I, Ch. ix ; H, vii, xii. Fyff"e, 709-715; 

747-770; 963-967. Phillips, Chs. xiii, xvii. 
Additional Topics : 

A. Kossuth's career in Hungary and America. Kos- 
suth, Memories of My Exile. Rhodes, History of the 
United States, 1. Thayer, Throne-Makers. 

B. The present government of Austria-Hungary. 
Lowell. 

76. Turkey and the Eastern Question. 

a. The Ottoman Turks : their conquest of Constantinople, 
1453 ; later gains and losses of territory ; extent of the 
Ottoman Empire in 1814; its government ; the subject 



204 Mediaeval and Modern European History 

peoples ruled by the Turks ; why this rule has been 
hated. 

b. The War of Greek Independence, 1821-1829: the king- 

dom of Greece and its subsequent history. 

c. The Crimean War, 1 854-1 856: Russia's ambitions; 

" The Sick Man of Europe ; '^ causes and results of the 
war. 

d. The Russian-Turkish War of 1 877-1 878: revolts from 

Turkish rule ; the " Bulgarian atrocities " ; Russia's 
demands and attempt at enforcement ; Congress of 
Berlin (1878) and its settlement of the Eastern 
Question. 

e. Turkey and the Balkan states to-day : their ambitions 

and troubles ; the Macedonian question ; the Arme- 
nian question ; policy of England and of Russia in the 
Near East. 

Brief Accounts : Whitcomb, 256-274. West, 594-604. 
Robinson, 667-670. Myers, 566-574. 

Longer Accounts: Seignobos, Chs. xx, xxi. Fyffe, 
525-602, 824-865, 1020-1052. Phillips, Chs. vii, x, xv, 
xix. Andrews, II, Chs. ii, viii. McCarthy, History of 
Our Own Times, Chs. xxv-xxviii, xxxix, Ixiv-lxvi. 

Imaginative Literature : Byron, The Isles of Greece. 
Tennyson, The Charge of the Light Brigade. 
Map Work: 

Sketch map showing the states of south-eastern Europe 
at the present day. Myers, 573. West, 596, 605. Rob- 
inson, 667. Phillips, map at end of book. Putzger, 
Atlas, No. 25. 
']']. Development of Russia in the Nineteenth Century. 

a. Alexander I, 1 801-1825 : French influence in Russia 

under Catherine II ; Russia's part in the Napoleonic 
wars ; Alexander Ps early liberal and later reactionary 
policy. 

b. Nicholas 1, 1825-1855 : his character, and domestic policy ; 

beginning of the Slavophil movement ; the Polish re- 
volt of 1830 ; effects of the Crimean War on Russia. 



Outline of European History 205 

c. The liberal movement since the Crimean War : Alexan- 

der II; the emancipation of the serfs and its effect; 
other liberal reforms ; the Polish revolt of 1 863 ; the 
Nihilists and their methods ; the policy of " Russian- 
ization " and its results. 

d. The expansion of Russia toward the Pacific : the trans- 

Siberian railroad. 

Brief Accounts : Myers, 560-579, 602-606. Whitcomb, 
250-256, 330-334- West, 583-594. 

Longer Accounts : Seignobos, Ch. xix. FyfTe, 574-602, 
924-934. Andrews, II, Ch. xiii. Rambaud, History of 
Russia, III. Leroy-Beaulieu, The Empire of the Tsars 
and the Russians. Wallace, Russia. Krausse, Russia in 
Asia. Norman, All the Russias. Kovalevsky, Russian 
Political Institutions. 
Additional Topics : 

A. The Jews in Russia. 

B. The Siberian exile system. George Kennan, articles 
in Century Magazine. 

C. The present condition of the peasants in Russia. 

D. The " Russianization " of Finland. 

E. The censorship of the press in Russia. 
78. The Expansion of Europe. 

a. Revival of interest in colonial expansion toward the close 

of the nineteenth century. 

b. European discovery and partition of the African conti- 

nent : Livingstone and Stanley ; Egypt and the Suez 
Canal; Algiers; the partitioning of 1884; the Boer 
W^ar and its results. 

c. Europe in Asia and the Far East : English in India and 

in the Straits Settlements ; China's condition ; her 
cessions to European nations ; Japan as a world 
power ; her war with China ; shall China be parti- 
tioned ? 

d. The Anglo-Saxons in Australasia and the Pacific : the 

voyages of Captain Cook in the eighteenth century ; 
English settlement at Botany Bay ; discovery of gold 



2o6 Mediaeval and Modern European History 

in Australia; the Australian Commonwealth, 1901 ; 
Hawaii and the Philippines. 
e. Comparison of the colonial power and possessions of 
England, France, Germany, and Holland. 
Brief Accounts: Whitcomb, 312-334. Robinson, 684- 
687. West, 576-582, 607-613. 

Longer Accounts : Phillips, Ch. xx. Reinsch, Colonial 
Government ; World Politics. Latimer, Europe in Africa 
in the Nineteenth Century. Keltie, Partition of Africa. 
Caldecott, English Colonization and Empire. Seeley, 
Expansion of England. Jenks, History of the Austral- 
asian Colonies. Statesman's Year Book (a very valuable 
annual containing statistical knowledge of all countries 
and their colonies, and often good maps of recent boundary 
disputes and changes). Encyclopaedia Britannica, sup- 
plementary volumes. 

Sources : Stanley, How I Found Livingstone ; Through 
the Dark Continent ; In Darkest Africa. Slatin, Fire and 
Sword in the Sudan. 
Map Work: 

Sketch map showing England and the principal Eng- 
lish colonies at the present day. Myers, 597. West, 
612. Gardiner, School Atlas, 65. 
Special Map Work : 

Sketch map showing European colonies and spheres 
of influence in Africa. Whitcomb, 312. West, 609. 
Gardiner, School Atlas, 66. 
Additional Topic : 

How England governs her colonies. 
79. The Material Progress of the Nineteenth Century. 
a. The Industrial Revolution: its effect on manufactures, 

commerce, population, and everyday life. 
d. Inventions and improvements in means of transportation. 
c. Inventions and improvements in means of communication 

and of the spread of knowledge. 
d. Changes in the art of war and attempts at prevention of 
war. 



Outline of European History 207 

e. Discoveries promoting the health and comfort of man- 
kind. 

Brief Accounts: Robinson, Ch. xli. West, 613-616. 
Whitcomb, 335-349- 

Longer Accounts: Seignobos, Ch. xxii. Cheyney, 
Industrial and Social History of England, Chs. viii, 
ix, X. Cunningham, Growth of English Industry and 
Commerce. Toynbee, Industrial Revolution of the 
Eighteenth Century in England. Lecky, History of 
England in the Eighteenth Century, Ch. xxiii. The 
Progress of the Century (series of essays published by 
Harper). The Statesman's Year Book. 
Additional Topics : 

A. The penny post. McCarthy, History of Our Own 
Times, Ch. iv. 

B. The average circulation of your daily newspaper. 
From what foreign cities does the current issue contain 
despatches ? 



PART III 
ENGLISH HISTORY 



ENGLISH HISTORY 



INTRODUCTION 

The paramount interest in the study of the history of 
England is found in its constitutional aspect. It was 
in England that certain important governing principles 
were first realized in successful practice. Self-govern- 
ment, the ideas of representation and local control, were 
first tested by the English people, and to-day the Eng- 
lish constitution is more or less the model of all existing 
free constitutions. Moreover, the institutions of a people 
are the truest expression of national life and character, 
and their study affords the best training for the right 
understanding of present conditions. This is especially 
true of the study of EngHsh constitutional history. 
England's constitution is the slow growth of many 
centuries, consequently it is more expressive of the 
character and development of the people than is that 
of any other nation. No broad gap separates Eng- 
land's present from the past. From the fifth cen- 
tury until now there is no break ; each step in the 
development is connected with the preceding. " There 
has been such a continuity of life and development that 
hardly one point in its earliest life can be touched with- 
out the awakening of some chord in the present; scarcely 
a movement now visible in the current of modern life 

211 



2 1 2 English History 

but can be traced back with some distinctness to the 
early Middle Ages." A national development, unbroken 
by great revolutions, and characterized by uniform and 
progressive growth, must bring home with unusual force 
the essential connection between the past and the pres- 
ent, the sense of organic unity. Precedent is the life 
and soul of the English constitution. How typical of 
this is the famous scene in Parliament in 1688. The 
king has fled ; William and a foreign army are encamped 
near London; Ireland and Scotland are on the point of 
revolt. Parliament, summoned to face this situation, 
spends hours in unearthing and examining the four 
centuries-old records of Richard II's deposition that 
revolution may be carried out with due regard to 
precedent. 

For these reasons stress should be laid upon the 
constitutional aspect of each period in English history. 
This forms the chief difficulty of the course, for institu- 
tions do not lend themselves to picturesque treatment ; 
the personal element is in abeyance, and the details are 
often obscure and complicated. Fortunately the con- 
tinuity of English development is of great service here. 
Since English constitutional history presents itself as an 
orderly, unbroken chain of events, each linked to each, 
the student is easily led to note the relation of cause 
and effect. Moreover, this closeness of connection be- 
tween the past and the present is full of picturesque 
suggestion. A party struggle of the nineteenth century 
has a new interest when we read that a leader who 
abandoned his side in a critical division is taunted by 
the newspapers with the treachery of his ancestor on 



Introduction 2 1 3 

Bosworth Field ; or when, in the debates over a fran- 
chise bill, the freedom of Saxon times is called to mind, 
and the constituencies are bidden to '' look to the rock 
whence we were hewn, and the hole of the pit whence 
we were digged." 

The simpUcity and directness of England's develop- 
ment constitute at the same time a great advantage and 
a serious danger. The work of instructor and student 
is much easier because of the fact that there is but one 
thread to follow, because the English have worked out 
their history with far more independence of external 
influences than is true of any other European people. 
But just because EngUsh history is less interwoven with 
the general history of Europe there is danger in this 
course of losing sight of the essential unity of history. 
As Ranke truly says : " There was but one church, one 
science, one art, in Europe ; one and the same mental 
horizon enclosed the different people ; a romance and a 
poetry varying in form, yet of closely kindred nature, 
was the common possession of all. The common life of 
Europe flowed also in the veins of England." In spite 
of this, English history is often taught and studied ag 
though it had no more connection with the general 
development of Europe than with the life of the Amer- 
ican continent ten centuries ago. The Norman Con- 
quest is treated as though it were an isolated occurrence, 
and not simply one aspect, though the most important, 
of a great movement which profoundly affected Europe ; 
the discussion of the contest between Henry I and An- 
selm gives no hint of the larger controversy of a like 
nature which divided the continent. 



214 English History 

This most unhistorical detachment is especially marked 
in the ordinary treatment of France. As an English 
teacher has wittily said : '' The French kingdom comes 
into existence solely for the sake of being conquered 
by Edward III and Henry V and then sinks back into 
oblivion. It has a temporary resuscitation to enable 
Henry VIII to be present at the Field of the Cloth 
of Gold, and hibernates once again until Charles II 
requires the financial assistance of Louis XIV. After 
that comes another blank until the outbreak of the 
French Revolution ; then after a fitful existence un- 
der Napoleon it finally expires with the battle of Water- 
loo." It is true that the brief time allotted a course in 
English history affords small place for the teaching of 
contemporary history. But an occasional word of re- 
minder, where students have already had a course in 
European history, or, where this is not the case, a few 
brief summaries, will keep the class in mind of the larger 
history of which the story of England is merely a part. 

England's connection with the New World must not 
be overlooked. In the case of American students there 
is less danger of this, but the importance and dramatic 
interest of this subject claim for it especial attention. 
Another aspect of this course is more likely to be neg- 
lected. English history is often studied with entire dis- 
regard of Scotch and Irish history, and yet a knowledge 
of these is essential to the comprehension of the first. 
Moreover, each has its special value and interest, which 
must not be ignored. From time to time there should 
be a careful consideration of the state of Ireland or of 
Scotland, showing the course of development and the 



Introduction 2 1 5 

forces at work. Especially should the interplay of 
influences between the different kingdoms be made 
plain. The points of contact between the different 
divisions of the British Isles in early history should be 
dealt with at length. 

While there is no sharp break in English history there 
are clearly defined divisions. The following outlines 
have been arranged with regard to the special signifi- 
cance of each period in the history of the English nation. 
Formerly it was said that EngUsh history began with the 
Norman Conquest. Then six centuries were added, and 
the tale began with the coming of the Angles and Sax- 
ons. Now, whatever the final decision as to the de- 
gree of Celtic survival or the importance of the Roman 
occupation, it is recognized that the beginning of Eng- 
land cannot be understood without some knowledge of 
the character of the country and of the people that 
the English conquered. The Celtic characteristics, the 
Roman influence, are essential elements in the story of 
the Conquest. 

Following upon this comes the more detailed study of 
the Saxons, their characteristics and institutions, the new 
life now begun on British soil. The forces, whether in- 
ternal or external, making for union should be carefully 
considered. In the ninth and tenth centuries the social 
and ecclesiastical disorder resulting from the long contest 
with the Danes, the growth of feudal tendencies, and the 
superficial union of England under the West-Saxon kings 
are features to be noted. Also it should not be forgotten 
that from the withdrawal of the Romans to the eleventh 
century England's international relations, forced or vol- 



2 1 6 English History 

untary, were chiefly with the northern and backward 
portions of Europe. 

The Danish conquest arid the reign of Cnut, followed 
by the hardly less foreign rule of Edward the Con- 
fessor, form a logical introduction to the Norman Con- 
quest. " Henceforth England might be conquered but 
not divided." Between Senlac and the Treaty of Wall- 
ingford intervenes a period of extraordinary interest. 
Under Norman rule provincial distinctions are almost 
effaced, while class divisions are deepened and embit- 
tered through the presence of two races, one governing, 
the other governed. England is again united with the 
other states of western Europe, but is still free to work out 
the great mediaeval problems of the relation of church 
and state and of crown and nobles under her pecuHar 
local conditions. To this period the reign of Henry II 
forms a fitting conclusion. Under the hard and equal 
rule of the Angevin, Norman and Saxon are welded to- 
gether to form the English nation. As representing two 
foreign policies, one doomed to failure because artificial, 
the other based on natural conditions, Henry's efforts to 
build up an Anglo-Angevin empire, and the almost acci- 
dental beginning of the conquest of Ireland, should be 
clearly brought out. On the constitutional side, interest 
centres in the final success of the crown in the long 
struggle with the feudal baronage and in the development 
of the administrative machinery as the basis of a strong 
monarchy. The great issue between church and state is 
vividly shown in the contest between those two interest- 
ing personalities, Henry H and Archbishop Thomas, 
one facing forward, the other still looking backward. 



Introduction 2 1 7 

Following with dramatic swiftness upon the triumph 
of the king over the nobles comes the uprising of the 
new nation against the tyranny and misrule of John 
and Henry III. The century of Magna Carta and the 
Model Parliament is of paramount importance in its 
constitutional aspect; but a period which opens with 
the loss of Normandy and closes with an attempt to 
carry out the British idea, i.e. the union of the British 
Isles under one rule, is full of interest in its foreign 
policy. Nor should the architecture of the age be over- 
looked, for it is here that the creative spirit of the new 
nation finds splendid expression. 

During the fourteenth and fifteenth centuries the 
efforts of Edward III and Henry V to conquer France 
are of controlling interest ; every phase of national life 
hinges on the Hundred Years' War and its aftermath, 
the War of the Roses. The story of these struggles 
furnishes m^any stirring and picturesque incidents, and 
there is some danger of allowing them to obscure the 
great constitutional and social importance of the period. 
The growth of parliamentary government, the Lancas- 
trian experiment, the Yorkist despotism, are marked 
stages in the political growth of the English nation, 
paralleled on the social side by the steps which led to 
the disappearance of villeinage in the fifteenth century. 

The age of the Tudors forms a clearly defined period. 
The new monarchy, while holding down the people, 
holds it together, and makes possible the rapid growth 
which characterizes the century. The Renaissance, the 
Reformation, so far as it is a popular movement, the 
maritime and commercial development, are all expres- 



21 8 English History 

sions of a national revival, having a counterpart only in 
the thirteenth and nineteenth centuries. At the same 
time, Scotland, under the influence of the Reformation, 
undergoes an extraordinary social transformation. The 
crisis of the century comes in the reign of the great 
queen, with the struggle of the English nation against 
the Spanish monarchy, a struggle for independence, not 
for empire. England's foreign ambitions are shown in 
the revival of the British idea, in the drawing together 
of the northern and southern kingdoms, and in the com- 
pletion of the conquest of Ireland. 

With the seventeenth century the situation changes. 
The controlHng force is the Puritan movement, Eng- 
land's real religious reformation. The sympathetic des- 
potism of the Tudors gives place to the selfish and 
short-sighted tyranny of the Stuarts. On the other hand, 
the people, strengthened by the intellectual, rehgious, 
and economic development of the preceding hundred 
years, and disciplined in the hard school of Tudor rule, 
feel ready to take up the task of self-government. The 
inevitable political struggle, confused and intensified by 
religious division, ends in the Great Rebellion and the 
Commonwealth. This is a period rich in great men, 
and the various aspects of the contest may be made clear 
through a study of typical personalities more easily than 
in any other way. 

At the Restoration all that had been gained by a 
struggle of half a century seems lost ; but underneath 
the reaction against Puritan rule is plain a determination 
to place definite checks upon the royal prerogative. 
The political situation is again confused by rehgious 



Introduction 219 

division, this time between a Roman Catholic ruler and a 
Protestant people. The beginnings of political parties 
should be carefully noted. Finally the Revolution of 
1688 secures to the nation all the liberties for which it 
is ready, aristocratic rule under parliamentary forms, 
and rehgious toleration. Throughout the whole century, 
as a result rather of individual effort than of royal or 
national poHcy, a colonial and commercial empire is 
growing up in the East and in the West, whose impor- 
tance is realized only in the next period. 

The eighteenth-century contest with France for em- 
pire culminates in the great war with Napoleon, a con- 
test which Seeley has aptly named the " Second Hundred 
Years' War." In politics, interest centres in the working 
out of the results of the Revolution with the development 
of party and cabinet government, broken only by the 
disastrous attempt of George III to revive the power 
of the king. The Acts of Union of 1707 and of 1800 
bring the British Isles at last under one rule ; but while 
Scotland easily finds her place in the United Kingdom, 
the relations between England and Ireland show no 
improvement ; the reasons for this difference should be 
considered. The importance of the industrial changes 
in the latter part of the period should be clearly brought 
out, although their full effects are not realized until the 
next century. 

In 181 5 England emerges from the contest with 
France the foremost industrial and colonial power in 
the world. Industrial progress inevitably brings demo- 
cratic development, embodied in the Reform Acts of 
1832, 1867, and 1884-1885. Efforts to settle the Irish 



220 English History- 

question are summed up in a long series of Land Acts, 
and Coercion Acts, and Home Rule Bills, culminating 
in the great Land Act of 1903. Throughout the cen- 
tury the building up of the British Empire goes quietly- 
forward, and the influence of Greater Britain is shown 
in the fact that foreign relations are determined chiefly 
by colonial and commercial interests. 



Small School Library 221 



SMALL SCHOOL LIBRARY COSTING ABOUT 
TWENTY-FIVE DOLLARS 

SOURCES 

Anglo-Saxon Chronicle. (Bohn.) N.Y., Macmillan, $1.50. 
Colby, C. W., Selections from the Sources. N.Y., Longmans, $1.50. 
Kendall, E. K., Source Book. N.Y., Macmillan, 80 cents. 

MODERN WORKS 

ACLAND, A. H. D., AND Ransome, C A Handbook in Outline of 
the Political History of England to 1901. Chronologically 
Arranged. 8th ed. N.Y., Longmans, 60 cents. 

Bright, J. F., History of England. 5 vols. N.Y., Longmans, $7.25. 

Creighton, M., The Age of Elizabeth. (Epochs.) N.Y., Long- 
mans, $1.00. 

Cunningham, W., and McArthur, E. A., Outlines of English 
Industrial History. N.Y., Macmillan, $1.50. Or^ Cheyney, 
E. P., An Introduction to the Industrial and Social History of 
England. N.Y., Macmillan, $1.40. 

Egerton, H. E., The Origin and Growth of the English Colonies. 
Oxford, Clarendon Press, 7.s. 6d. 

Freeman, E. A., Old English History. N.Y., Macmillan, $1.50. 

, William the Conqueror. N.Y., Macmillan, 75 cents. 

Gardiner, S. R., Puritan Revolution. (Epochs.) N.Y., Long- 
mans, $1.00. 

, School Atlas of English History. N.Y., Longmans, $1.50. 

Green, J. R., Short History of the English People. N.Y., 
American Book Co., $1.20. 

Green, Mrs. J. R., Henry II. N.Y., Macmillan, 75 cents. 

Macaulay, T. B., Essays and Lays. N.Y., Longmans, $1.00. 

Montague, F. C, Elements of English Constitutional History. 
N.Y., Longmans, $1.25. 



222 English History 

Oman, C. W. C, Warwick. N.Y., Macmillan, 75 cents. 

Smith, Goldwin, Three English Statesmen. N.Y., Macmillan, $1.50. 

Stubbs, W., The Early Plantagenets. (Epochs.) N.Y., Long- 
mans, $1.00. 

Taswell-Langmead, T. P., English Constitutional History. Bos- 
ton, Houghton & Mifflin, $6.00. Or, Medley, D. J., A Students' 
Manual of English Constitutional History. 3d ed. N.Y., 
Macmillan, $3.50. 

Taylor, R. W. C, The Factory System and the Factory Acts. 
N.Y., Scribner, $1.00. 

This selection can be purchased for a school library through a firm 
of general booksellers for something less than list prices, prob- 
ably for about $25.00. 



Town or Large School Library 223 



A SELECT LIST OF BOOKS REFERRED TO 
IN THIS OUTLINE AND ADAPTED FOR 
A TOWN OR LARGE SCHOOL LIBRARY 

Adams, G. B., and Stephens, H. M., Select Documents of English 
Constitutional History. N.Y., Macmillan, 1901. 

Anglo-Saxon Chronicle. (Bohn.) N.Y., Macmillan, 1847. 

Archer, T. S., and Kingsford, C. L., The Crusades. N.Y., Put- 
nam, 1895. 
« Ashley, W. J., Edward III and his Wars. (English History from 
Contemporary Writers.) London, Nutt, 1887. 

AssER, Life of Alfred. In Six Old English Chronicles. (Bohn.) 
N.Y., Macmillan, 1847. 

Bagehot, W., The English Constitution. N.Y., Appleton, 1890. 

Barnard, F. P., Strongbow's Conquest of Ireland. (English His- 
tory from Contemporary Writers.) London, Nutt, 1888. 

Bates, K. L., and Coman, K., English History told by English 
Poets. N.Y., Macmillan, 1902. 
^Bede, Ecclesiastical History. (Bohn.) N.Y., Macmillan, 1847. 

Benson, A. C, William Laud. London, Kegan Paul, 1897. 

Bradley, A. G., Owen Glyndwr. (Heroes.) N.Y., Putnam, 
1901. 

Bright, J. F., History of England. 5 vols. N.Y., Longmans, 
1904. 

Brown, P. Hume, History of Scotland. 2 vols. N.Y., Macmillan, 
1902. 

Butler, W. F., Gordon. N.Y., Macmillan, 1889. 

Carlyle, R. M., and a. J., Hugh Latimer. Boston, Houghton, 1899. 

Cheyney, E. p., Introduction to the Industrial and Social History 
of England. N.Y., Macmillan, 1901. 

Church, A. J., Early Britain. N.Y., Putnam, 1890. 

, Henry V. N.Y., Macmillan, 1889. 

Clarendon, Edward, Earl of. Characters and Episodes, edited 
by Boyle. Oxford, Clarendon Press, i88«,- 



2 24 English History 

Colby, C. W., Selections from the Sources. N.Y., Longmans, 1899. 

CoNYBEARE, E., Alfred in the Chroniclers. London, Stock, 1900. 

Cotton, J. S., and Payne, E. J., Colonies and Dependencies. N.Y., 
Macmillan, 1883. 

Creighton, M., Age of Elizabeth. (Epochs.) N.Y., Longmans, 1888. 

Cromwell, Oliver, Letters and Speeches, edited by Thomas 
Carlyle. i, 3, or 4 vols. London, Chapman, 1893, 1894. 2 vols. 
N.Y., Scribner, 1903. 

Cunningham, W., and McArthur, E. A., Outlines of English 
Industrial History. N.Y., Macmillan, 1895. 

Denton, W., England in the Fifteenth Century. London, Bell. 
N.Y., Dutton, 1889. 

DuNLOP, R., Daniel O'Connell. (Heroes.) N.Y., Putnam, 1900. 

Edwards, O. M., Wales. N.Y., Putnam, 1902. 

Egerton, H. E., Origin and Growth of the English Colonies. Ox- 
ford, Clarendon Press, 1903. 

Emerton, E., Desiderius Erasmus. N.Y., Putnam, 1899. 

English Chronicle. (Bohn.) N.Y., Macmillan. 

Freeman, E. A., The English People in its Three Homes. Phila- 
delphia, Porter, 1882. 

, Historical Essays. Third Series. N.Y., Macmillan, 1886. 

, History of the Norman Conquest of England. N.Y., Mac- 
millan, 1 873- 1 879 (revised American ed.). 

, Old English History. N.Y., Macmillan, 1869. 

, Short History of the Norman Conquest. Oxford, Clarendon 

Press, 1880. 

, William the Conqueror. N.Y., Macmillan, 1888. 

Froissart, Sir John, Chronicles. G. C. Macaulay's edition of Ber- 
ners' translation. N.Y., Macmillan, 1895. 

-■ , The Boy's Froissart. Ed. with introduction by S. Lanier. 

(Illustrated.) N.Y., Scribner, 1879. 

Froude, J. A., English Seamen in the i6th Century. N.Y., Scrib- 
ner, 1895. 

, History of England, from the Fall of Wolsey to the Defeat 

of the Spanish Armada. 12 vols. N.Y., Scribner, 1896. 

Gairdner, J. Houses of Lancaster and York. (Epochs.) N.Y., 
Longmans, 1886. 



Town or Large School Library 225 

Gardiner, S. R., Atlas of English History. N.Y., Longmans, 1902. 
, Constitutional Documents of the Puritan Revolution. Oxford. 

Clarendon Press, 1899 (2d ed. rev. and enlarged). 

, CromwelPs Place in History. N.Y., Longmans, 1899. 

, History of England, 1603-1642. 10 vols. N.Y., Longmans, 

1884. 
, History of the Great Civil War, 1642-1649. 4 vols. N.Y., 

Longmans, 1893. 
, History of the Commonwealth and Protectorate, 1 649-1 660. 

3 vols, (to 1656). Ch. xlix, supplementary to this ed. N.Y., 

Longmans, 1 894-1 901. New ed., 4 vols., 1903. 
, Students' History of England. 3 vols, in one. (Illustrated.) 

N.Y., Longmans, 1892. 

, Puritan Revolution. (Epochs.) N.Y., Longmans, 1876. 

GiBBiNS, H,. DE B., Industrial History of England. N.Y., Scribner, 

1897. 
GiLDAS. (In Six Old English Chronicles.) (Bohn.) N.Y., Mac- 

millan, 1847. 
Green, Mrs. J. R., Henry the Second. N.Y., Macmillan, 1892. 
Green, J. R., Conquest of England. N.Y., Harper, 1884. 

, Making of England. N.Y., Harper, 1882. 

, Short History of the English People. N.Y. (Harper), Amer- 
ican Book Co., 1899. Illustrated edition. 4 vols. N.Y., 

Harper, 1893-1895. 
Green, Walford D., William Pitt. (Heroes.) N.Y., Putnam, 1901. 
Hale, E., Fall of the Stuarts. (Epochs.) N.Y., Longmans, 1886. 
Hallam, Henry, Constitutional History of England. London, 

Murray, 1898. 
Hamilton, J. A., O'Connell. London, Allen, 1882. 
Harrison, Frederic, Oliver Cromwell, N.Y., Macmillan, 1888. 
Harrison, W., Elizabethan England, from a '• Description of 

England" in Holinshed's Chronicles. London, W. Scott. 

(Camelot Series.) 
Henderson, E. F., Select Historical Documents of the Middle 

Ages. N.Y., Macmillan, 1896. 

, Side-Lights on English History. N.Y., Holt, 1900. 

Henry of Huntingdon. (Bohn.) N.Y., Macmillan, 1853. 



2 26 English History 

Hill, Mabel, Liberty Documents. N.Y., Longmans, 1901. 
HosMER, T. K., Young Sir Henry Vane. Boston, Houghton & 

Mifflin, 1888. 
Hughes, T., Alfred the Great. Boston, Houghton & Mifflin, 1890. 
Hutchinson, Lucy, Memoirs of Colonel Hutchinson. Edited by 

C. H. Firth. London, Nimmo, 1885. (Bohn.) N.Y., Macmillan. 
HUTTON, W. H., Misrule of Henry HL (English History from 

Contemporary Writers.) London, Nutt, 1887. 

, Simon de Montfort and his Cause. London, Nutt, 1888. 

, Sir Thomas More. London, Methuen, 1895. 

Jenks, E., History of the Australasian Colonies to 1893. N.Y., 

Macmillan, 1895. 
, Edward Plantagenet. N.Y., Putnam, 1902. 



Jessopp, a.. Coming of the FYiars. London, Unwin, il 

Johnson, A. H., The Normans in Europe. N.Y., Longmans, 1880. 

Kendall, E. K., Source Book of English History. N.Y., Mac- 
millan, 1900. 

KiNGSFORD, C. L., Henry V. (Heroes.) N.Y., Putnam, 1901. 

Lawless, E., Ireland. N.Y., Putnam, 1888. 

Lecky, W. E. H., American Revolution. N.Y., Appleton, 1898. 

, History of England in the Eighteenth Century. 8 vols. N.Y., 

Appleton, 1882. 

Longman, W., Life and Times of Edward HL 2 vols. London, 1869. 

Lowell, F. C, Joan of Arc. Boston, Houghton & Mifflin, 1896. 

Lyall, a. C, Rise of the British Dominion in India. N.Y., 
Scribner, 1893. 

Macaulay, T. B., Essays and Lays. 6 vols. N.Y., Longmans. 

, History of England. 5 vols. N.Y., Harper, 1879. 

McCarthy, Justin, England under the Four Georges. N.Y., 
Harper, 1885. 

, History of Our Own Times. 2 vols. N.Y., Harper, 1897. 

Mackintosh, J., Scotland. N.Y., Putnam, 1890. 

Masson, G., Mediaeval France. N.Y., Putnam, 1888. 

Maxwell, H. E., Robert the Bruce. (Heroes.) N.Y., Putnam, 1897. 

May, T. E., Constitutional History of England. 2 vols. N.Y., 
Armstrong, 1880. 

Medley, D. J., A Student\s Manual of English Constitutional 
History. 3d ed. N.Y., Macmillan, 1902. 



Town or Large School Library 227 

Merriman, R. B., Thomas Cromwell. 2 vols. Oxford, Clarendon 

Press, 1902. 
Montague, F. C, Elements of English Constitutional History. 

N.Y., Longmans, 1894. 
More, Thomas, Utopia. N.Y., Cassell, 1899 (Nat. Lib.). Mac- 

millan, 1898 (Temple Classics). Burt (Home Lib.). 
Morley, J., Walpole. N.Y., Macmillan, 1889. 

, Life of William Ewart Gladstone. 3 v. N.Y., Macmillan, 1903. 

, Oliver Cromwell. N.Y., Century Co., 1900. 

Morris, E. E., Age of Anne. (Epochs.) N.Y., Longmans, 1877. 
— '—, Early Hanoverians. (Epochs.) N.Y., Longmans, 1886. 
Morris, W. O^Connor, Ireland. N.Y., Macmillan, 1898. 
Norgate, K., England under the Angevin Kings. 2 vols. N.Y., 

Macmillan, 1887. 

, John Lackland. N.Y., Macmillan, 1902. 

Oman, C. W. C, Art of War in the Middle Ages. Oxford, 1885. 

, Warwick. N.Y., Macmillan, 1891. 

Paston Letters. 3 vols. Ed. by Gairdner. N.Y., Macmillan, 

1872-1875. 
Pauli, G. R., Life of Alfred the Great. N.Y., Macmillan, 1853. 
Payne, E. J., European Colonies. N.Y., Macmillan, 1877. 
Pepys, Samuel, Diary and Correspondence. (4 vols., Bohn.) 

9 vols. N.Y., Macmillan, 1899. 
Poole, R. L., Historical Atlas of Modern Europe. Oxford, Claren- 
don Press, 1902. 
Powell, F. York, Alfred the Great and WiUiam the Conqueror. 

London, Longmans, 1881. 
, History of England to 1509. New ed., in i vol., with title 

Powell and Tout, History of England. N.Y., Longmans, 1900. 
Prothero, G. W., Statutes and Constitutional Documents. Oxford, 

Clarendon Press, 1894. 
Rait, R. S., Mary Queen of Scots. Nutt, London, 1898. 
Ramsay, J. H., Foundations of England (55 B.C., 11 54 a.d.). 2 vols. 

N.Y., Macmillan, 1898. 
Ripley, W. Z., The Races of Europe. N.Y., Appleton, 1899. 
Roper, William, Life of Sir Thomas More (with the Utopia). 

London, Scott; also N.Y., Burt, 1902. 
Rosebery, Lord, Pitt. N.Y., Macmillan, 1891. 



2 28 English History 

Russell, Wm., Letters from the Crimea. London, Routledge, 1858. 
Seeley, J. R., Expansion of England. Boston, Little, Brown & 

Co., 1883. 
Smiles, Samuel, Life of George Stephenson. London, Murray. 

Rev. and ill. ed., N.Y., Harper, 1868. 
Smith, Goldwin, Three English Statesmen. N.Y., Macmillan, 1 882. 

, Essays on Questions of the Day. N.Y., Macmillan, 1894. 

Smith, G. Gregory, In the Days of James IV. Nutt, London. 

N.Y., New Amsterdam Book Co., 1900. 
Statesman's Year Book. N.Y., Macmillan, annually. 
Stubbs, W., Constitutional History. 3 vols. Oxford, Clarendon 
Press, 1897. 

, Early Plantagenets. (Epochs.) N.Y., Longmans, 1876. 

Tacitus, Agricola and Germany. Translated by Church and Brod- 

ribb. N.Y., Macmillan, 1868. 
Taswell-Langmead, T. P., English Constitutional History, 5th ed. 

Boston, Houghton & Mifflin, 1896. 
Taylor, R. W. C, The Factory System and Factory Acts. N.Y., 

Scribner, 1894. 
Tout, T. F., Edward the First. N.Y., Macmillan, 1893. '• 
Toynbee, Arnold, Industrial Revolution. N.Y., Longmans, 1884. 
Traill, H. D., Lord Cromer. N.Y., Lane, 1897. 

, Social England. 6 vols. New ill. ed. N.Y., Putnam, 1901. 

, Strafford. N.Y., Macmillan, 1889. 

Translations and Reprints from the Original Sources of 
European History. University of Pennsylvania, Philadel- 
phia; also N.Y., Longmans, 1894-. 
Trevelyan, G. M., England in the Age of Wycliffe. N.Y., Long- 
mans, 1899. 
Wakeman and Hassall, Constitutional Essays. Longmans, 1896. 
Walpole, Spencer, History of England. 6 v. Longmans, 1890. 

, The History of Twenty-five Years. Vols. I and II, 1 856-1 880. 

N.Y., Longmans, 1904. 
William of Malmesbury, Chronicle. (Bohn.) N.Y., Macmillan. 
Wilson, Charles, Lord CHve. N.Y., Macmillan, 1890. 
Wright, T., The Celt, the Roman, and the Saxon. London, 
Triibner, 1875. 



General Survey of the Field 229 



o w 



10 



GENERAL SURVEY OF THE FIELD 
ENGLISH HISTORY 



I. 

Early Britain. 



II. 

The Beginnings 
of England, 
Fifth to the 
Tenth Century. 



III. 

England under 
Foreign Rule, 
Eleventh and 
Twelfth 
Centuries. 



IV. 

The Struggle for 

Constitutional 

Liberty, 

Thirteenth 

Century. 



1. The land and its resources. 

2. Britain before the Roman con- 
quest. 

3. Britain and the Romans, 55 b.c- 
410 A.D. 

4. The coming of the Angles and 
Saxons. 

5. The English Kingdoms. 

6. England and the Danes, eighth 
and ninth centuries. 

7. Reunion of England under Wes- 
sex, tenth century. 

8. The Danish conquest, 984-1042. 

9. The English restoration, 1042- 

1066. 

10. England and the Normans, 1066- 

1154. 

11. The early Angevins, 11 54-1199. 



ri2. 

13- 
14. 



15- 
L16. 



Winning the Charter. 
The shaping of the nation. 
The struggle for good govern- 
ment. 
Progress under Edward I. 
"The British Idea." 



So 



230 



English History 



U 



PiZ 



GENERAL SURVEY OF THE FIELD 
ENGLISH HISTORY 



o IP 
C X 



cS^ 







fi7. 


Edward III and France, 1 327-1 377. 


2 






18. 


The Social Revolt of the fourteenth 






V. 




century. 


3 




The Hundred 


19. 


The constitutional monarchy, 




12 


Years' War, 




1399-1461. 


2 




1337-1453- 


20. 


The House of Lancaster, and 
France, 1414-1453. 


2 






21. 


The Wars of the Roses, 1455-1485. 


3 






22. 


The new monarchy. 


2 




VI. 


23- 


The Renaissance in England. 


2 




England under 


24. 


The beginnings of the English 




12 


the Tudors, 




Reformation. 


3 




1485-1603. 


25. 


The Age of Elizabeth, 1 558-1603. 


3 






,26. 


Tudor England. 


2 






'27. 


The beginning of strife, 1603-1625. 


2 






28. 


Breach between King and Parlia- 






VII. 




ment, 1625-1629. 


I 


II 


The Puritan 


29. 


The personal rule of Charles I, 






Revolution, 




I 629-1 640. 


I 




1 603-1 660. 


30- 


The Long Parliament. 


I 






31- 


The Great Rebellion, 1 642-1 649. 


3 






132. 


Puritan rule, 1649- 1660. 


3 


5 


VIII. 
Restoration and 
Revolution, 
1 660- 1 688. 


r 

33- 
34- 


England under Charles II, 1660- 

1685. 
Overthrow of the Stuarts, 1688. 


3 

2 



General Survey of the Field 231 



St >< 



Pklz; 



GENERAL SURVEY OF THE FIELD 
ENGLISH HISTORY 



O 4> 






IX. 

Wars of Empire, 
1 689-1 815; "The 
Second Hundred 
Years' War." 



X. 

Hanoverian 
England. 



XL 

The United 
Kingdom in the 
Nineteenth 
Century. 

XII. 
The British 
Empire. 



35. Wilham III and Louis XIV, 1689- 

1697. 

36. The War of the Spanish Succes- 

sion, 1 702- 1 71 3. 

37. The War of the Austrian Succes- 

sion, 1 740-1 748. 

38. The Seven Years' War, 1 756-1 763. 

39. The American Revolution, 1775- 

1783- 

40. The War of the French Revolution, 

1 793-1 802. 

41. War against Napoleon, 1803-18 15. 



r 42. The constitution after the Revolu- 
! tion of 1688. 

I 43. Religion and philanthropy. 

[44. The Industrial Revolution. 



L 



r 



45. The rise of democracy. 

46. The life of the people. 

47. Relations of England and Ireland, 
I 800- I 900. 



48. India and the Eastern question. 

49. The colonies. 



232 English History 



OUTLINE OF ENGLISH HISTORY 

I. Early Britain. 

1. The Land and its Resources. 

a. Physical features. 

b. Natural advantages and disadvantages of each political 

division of the British Isles. 

c. Condition of Britain in early historical times. 
References : 

Cunningham and McArthur, Outlines of English In- 
dustrial History, ii, refers chiefly to England. Coman 
and Kendall, History of England, i. Pearson, Histori- 
cal Maps of England, descriptive text. Green, Making 
of England, 7-12. 
Maps : 

In text-books, e.g. Earned, History of England. 
Coman and Kendall, History of England. Green, Mak- 
ing of England. Gardiner, School Atlas of EngHsh His- 
tory. Pearson, Historical Maps of England. 
Map Work: 

Show on an outline map the most important physical 
features. 
Additional Topic : 

England's natural defences. Maps as above. Green, 
Making of England. 

2. Britain before the Roman Conquest. 

a. The earliest inhabitants, race, characteristics, remains at 
the present time. 

d. The Celts, race, customs, institutions, remains (Stone- 

henge), survivals. 
References : 

Brief Accounts : Gardiner, Students' History of Eng- 
land, I -10. Freeman, Old English History, i (addressed 
to young students). Church, A., Early Britain, i-io. 

Remark: At the beginning of this course the pupil is cautioned that he is 
not expected to read all the references given. 



Outline of English History 233 

Longer Accounts: Ripley, W. Z., The Races of 
Europe, I, xii (interesting and suggestive). Wright, T., 
The Celt, the Roman, and the Saxon, iii (full of facts). 
Map Work: 

Indicate on an outline map of the British Isles where 
the Celtic element is most marked. 

3. Britain and the Romans, 55 b.c. to 410 a.d. 

a. The Roman conquest of Britain : early intercourse 

between Britain and the Continent ; Caesar's inva- 
sions, causes, results ; completion of the conquest, 
work of Agricola. 

b. The Roman province of Britain : extent of Roman rule 

(the Roman walls) ; character effects upon the people 
and the country ; remains of Roman occupation to-day. 

c. Withdrawal of the Romans : causes ; condition in which 

Britain was left. 
References : 

Brief Accounts : Gardiner, Students' History of Eng- 
land, 10-25. Freeman, Old English History, ii and iii. 
Church, Early Britain, 66-78. 

Longer Accounts : Green, Making of England, 1-25 
(very interesting). Wright, T., The Celt, the Roman, 
and the Saxon. 

Sources : Caesar, Commentaries, Bk. IV, xx-xxxvi, 
Bk. V, viii-xxiii. Tacitus, Agricola, chs. x-xxiv. 
Maps : 

As before. Also Green, Short History of the Eng 
lish People. Church, Early Britain. 
Additional Topic : 

Roman roads. Maps in Green, Making of England. 

Coman and Kendall, History of England. Compare 

with a railway map of England, see Bradshaw. Wright, 

The Celt, the Roman, and the Saxon, 145-170, 221-227. 

II. The Beginnings of England, fifth to the tenth century. 

4. The Coming of the Angles and Saxons. 

a. The early Germans : home, customs, institutions. Green, 
Short History, 1-5; Green, Making of England, 



234 English History 



15-18; Tacitus, Germania, iv-xxvi. Found also in 
part in Colby, Selections from the Sources ; Kendall, 
Source Book of English History. 

b. The English conquest : purpose and manner of coming 

of the English ; principal events ; character ; place in 

English history. 
References : 

Brief Accounts: Bright, History of England, I, 1-3. 
Green, Short History, 5-14. Freeman, Norman Con- 
quest, I, 6-19. Church, A., Early Britain, 92-11 1. 

Longer Accounts : Freeman, Old English History, 22- 
41. Green, Making of England, chs. i-iv, pp. 26-147. 
(A long and picturesque account ; very good on the 
character of the conquest.) Freeman, The English 
People in its Three Homes. 

Sources : Bede, Ecclesiastical History, Bk. I, xv. 
Found also in Colby and in Kendall. Not contempo- 
rary, but based on earlier accounts. Gildas, History, 
299-314 (Giles, Six Old English Chronicles), only 
British account. 
Map Work: 

Indicate on an outline map the division of Britain in 
600 A.D. between the Celts and the English. 
Additional Topic : 

Show the influence of Britain's natural defences upon 
the course of the conquest. Green, Making of England. 
The English Kingdoms. 

a. Internal organization : effects of the conquest ; the cen- 
tral government ; local divisions ; the judicial system ; 

the military system ; social conditions. 
d. The early English church ; introduction of Christianity ; 

conversion of Northumbria ; the Irish missions ; Mer- 

cia and paganism ; organization of a national church ; 

influence of the church on the state. 

c. The strife for supremacy, 568-829 : forces making for 

union ; advantages and disadvantages of each king- 
dom in the struggle ; character of union finally estab- 
lished under Egbert of Wessex. 



Outline of English History 235 

References : 

Brief Accounts: Bright, History of England, I, 3-5. 
Freeman, Norman Conquest, I, 19-29. Wakeman and 
Hassall, Constitutional Essays, 269-279 (on the church). 
Church, Early Britain, 1 20-131, 167-177. 

Longer Accounts : Freeman, Old-English History 
(largely tales and legends). Green, Short History, 14- 
44. Green, Making of England, v-viii. (Chapters 
vi and vii treat of the church. Pages 147-188 contain 
a very good account of the organization of the English 
kingdom.) Wakeman and Hassall, Constitutional 
Essays, i. The Early English Constitution. 

Sources : Bede, Ecclesiastical History. See also 
Colby, Nos. 5 and 6, and Kendall, Nos. 3 and 4. 
English Chronicle. Beowulf. (Portions may be read 
with much interest and value.) 

Additiojial Topics : 

A. Conversion of Northumbria. Bede, Bk. H, 13-16. 
Green, Making of England, 254-257, 274-283, 302- 
308. 

B. The northern monasteriesc Green, Making of 
England, 333-337, 350-363- 

C. Life among the Saxons. Church, Early Britain, 
167-177; extracts from Beowulf. 

6. England and the Danes, eighth and ninth centuries. 

a. The Northmen : home, race, characteristics, institu- 

tions, causes for the exodus. 

b. Invasion of England : object, manner of coming, resist- 

ance of Wessex, the Danelaw, effects. 
References : 

Brief Accounts : Bright, I, 5-9. Green, Short His- 
tory, 44-48. Freeman, Norman Conquest, I, 29-33. 
Church, Early Britain, 199-214. 

Longer Accounts : Johnson, The Normans in Europe, 
1-30 (very interesting sketch). Freeman, Old-English 
History, 107-129. Green, Conquest of England, 50-68, 
99-114. Hughes, T., Alfred the Great, 36-126. 



236 English History 



Sources : Asser, Life of Alfred. English Chronicle. 
Colby, No. 9; Kendall, No. 7. 
Maps : 

As before. Also Green's Conquest of England. 
Map Work: 

Indicate on an outline map of the world the wander- 
ings of the Northmen. 

Show on a map of England the territory held by the 
Danes in England. 
7. Reunion of England under Wessex, tenth century. 

a. Alfred and Wessex ; military and judicial reorganiza- 

tion ; educational and literary work. 

b. Reconquest of the Danelaw : Edward and Mercia ; 

Brunanburh, 937 ; relations with the Scots ; rule of 
Edgar and Dunstan ; character of union of the Eng- 
lish. 
References : 

Brief Accounts: Bright, I, 9-15. Green, Short His- 
tory, 48-61. Freeman, Norman Conquest, I, 33-46. 

Longer Accounts: Church, Early Britain, 215-238, 
245-256. Green, Conquest of England, iv. Pauli, 
Life of Alfred the Great. Hughes, T., Alfred the 
Great. 

Sources: English Chronicle. Asser, Life of Alfred. 
Henry of Huntingdon, Chronicle, 148-177. William of 
Malmesbury, Chronicle, 147-162. Conybeare, Alfred in 
the Chroniclers. F. York Powell, King Alfred. Colby, 
No. 8 ; Kendall, Nos. 6, 8, 9. 
Additional Topics : 

A. Alfred's law reforms. Hughes, Alfred the Great, 
156-184; Kendall, No. 6. 

B. Battle of Brunanburh, 937. English Chronicle. 
(Compare Saxon poem with Tennyson's Battle of Bru- 
nanburh.) Green, Conquest of England, 242-248. 

C. Dunstan. Green, Conquest of England. (See table 
of contents.) 



Outline of English History 237 

III. England under Foreign Rule, Eleventh and Twelfth 
Centuries. 
8. The Danish Conquest, 984-1042. 

a. Renewed attacks of the Northmen: causes, manner of 

coming, leaders ; condition of England ; Ethelred II ; 
divisions ; Edmund Ironside. 

b. Rule of Cnut : its character, its results. 
References : 

Brief Accounts: Bright, History of England, I, 15-21. 
Green, Short History, 61-67. 

Longer Accounts : Green, Conquest of England (see 
table of contents). Freeman, Old English History, 233- 
246. Reign of Cnut, Freeman, Norman Conquest, I, 
269-295 . 

Sources: English Chronicle. Colby, No. 10. Kendall, 
Nos. 10, II, 12. 
Additional Topics: * 

A. Battle of Maldon. Freeman, Old English History, 
191-204. 

B. Edmund Ironside. Freeman, Old English History, 
227-233. Green, Conquest of England, 395-401 . Free- 
man, Norman Conquest, I, 256-268. 

9. The English Restoration, i 042-1 066. 

a. Reign of Edward the Confessor ; character of Edward ; 
the House of Godwine ; internal divisions; connection 
of this period with the succeeding. 
References : 

Brief Accounts: Bright, History of England, I, 21-24. 
Green,! 67-70. Johnson, The Normans in Europe, iio- 
116, 125-127. Freeman, Short History of the Norman 
Conquest, 24-29, 39-54. 

Longer Accounts : Freeman, Old EngHsh History, 252- 
297. Freeman, Norman Conquest, I (see table of con- 
tents). 

1 Note. — Green, without further title, refers regularly to Green, Short His- 
tory of the English People, one volume. Harper edition, now pub. by Am. Bk. Co. 



238 English History 



10. England and the Normans, 1066-1154. 

a. The Normans : race ; character compared with the Saxon ; 
previous history ; Normandy ; Duke William. 
References : 

Brief Accounts: Green, 71-77. Freeman, Short His- 
tory of Norman Conquest, 9-13, 30-38. 

Longer Accounts : Green, Conquest of England, 470- 
474, 488-490, 503-522. Johnson, The Normans in Eu- 
rope, 86-91, 1 16-125 (Duke WiUiam). Freeman's Nor- 
man Conquest, in six volumes, is the standard authority 
on this period. 
d. The Feudal System : definition ; origin; elements ; effects. 
References : 

Johnson, The Normans in Europe, 91-108. Wake- 
man and Hassall, Constitutional Essays ("Feudalism'*). 
Montague, Elements of English Constitutional History, 
Ch. iii (feudalism in England). See also Outline of Eu- 
ropean History, pp. 150, 161 -162. 

c. Conquest of England : causes for Norman invasion ; 

Harold's difficulties ; Senlac; completion of conquest, 

coronation of William, rising of the North, final defeat, 

1071 ; comparison of conquest with previous conquests 

of England. 
References : 

Brief Accounts : Bright, History of England, I, 24-27, 
40-42, 44-48. Green, 77-83. 

Longer Accounts : Freeman, William the Conqueror, 
63-121. Johnson, The Normans in Europe, 125-139. 
Freeman, Short History of Norman Conquest, 64-107. 

Sources : William of Malmesbury, English Chronicle, 
271-278. Henry of Huntingdon, Chronicle, 208-214. 
English Chronicle. Colby, No. 12. The Bayeux Tap- 
estry. 

d. The settlement of England : methods by which William 

established his rule, — confiscations, castle-building, 
Domesday, the Salisbury oath ; condition of the Eng- 
lish ; relations of king and church, Lanfranc ; con- 



Outline of English History 239 

nection of England with the continent ; effects of the 

Conquest on race, language, architecture, government. 
References : 

Brief Accounts : Bright. History of England, I, 36-39, 
42-44, 48-55. Green, 83-89. York Powell, History of 
England to 1509, 85-90 (condition of the people). 

Longer Accounts : Freeman, Short History of the 
Norman Conquest, 90, 1 18-127, ^34-~^47- Johnson, 
Normans in Europe, 140-173. Freeman, William the 
Conqueror, 122-146. Montague, Ch. iv (constitutional 
aspect). 

Sources: English Chronicle. William of Malmesbury, 
Chronicle, 278-280. Colby, Nos. 13, 15, 16. Kendall, 
Nos. 14-16. 
e. The later Norman Kings : crown and church, Anselm 

and investitures, monastic revival ; the crown and the 

feudal baronage ; the anarchy, — causes, condition of 

the people, the part of the church. Treaty of Walling- 

ford. 
References : 

Green, 89-92, 95-98, 101-104. Bright, History of 
England, I, 60-62, 70-76, 78, 80-86. Stubbs, Early 
Plantagenets, 10-32. Johnson, Normans in Europe, 
182-218. Montague, English Constitutional History, 
22-39. 

Sources : English Chronicle (on the anarchy). William 
of Malmesbury, 490-535. Henry of Huntingdon, 323- 
430. Colby, Nos. 18-21. Hill, Liberty Documents, Ch. i 
(charter of Henry I). Kendall, Nos. 17, 18. 

For the investiture struggle on the continent, see (9///- 
Ime of Europeaji History^ pp. 1 51-153. 
Additio)ial Topics : 

A. Battle of Senlac. Freeman, Old English History, 
325-339. Freeman, Norman Conquest, HI, 295-339. 
Round, Feudal England. Oman, Art of War in the 
Middle Ages. William of Malmesbury, English Chron- 
icle, 274-278. The Bayeux Tapestry. Bates and Coman, 



240 English History 



English History told by English Poets, 26-45 (iinagi- 
native) . 

B. Hereward the Wake. Freeman, Norman Con- 
quest, IV, 308-330. Kingsley, Hereward the Wake 
(imaginative). 

C. Domesday Book. Traill, Social England, I, 340- 
349. Freeman, Norman Conquest, V, 1-34. 

II. The Early Angevins, ii 54-1 199. 

a. Henry II : character, possessions, aims, policy ; judicial 

reforms ; policy toward the church and quarrel with 
Archbishop Thomas ; conquest of Ireland ; attitude 
toward the barons and rising of ii'J2>'i continental 
difficulties ; results of his reign. 

b. Reign of Richard I : Richard's character and career ; his 

influence in England ; work of his ministers. 
References : 

Brief Account : Green, 104-115. 

Longer Accounts: Stubbs, Early Plantagenets, 55-80 
(the church). Green, Mrs. J. R., Henry the Second, 
Chs. V, vii (the church), Chs. iii, iv, vi (judicial reforms), 
Ch. viii (Ireland). Montague, 40-51. Archer and Kings- 
ford, The Crusades. Wakeman and Hassall, Consti- 
tutional Essays, Essay iii. Norgate's England under the 
Angevin Kings is the most complete work on this peripd. 
Ramsay, Angevin Empire. 

Sources : Colby, Nos. 22, 23, 27. Henderson, Select 
Historical Documents, 16-20 (judicial). Kendall, Nos. 
19-22. 

Imaginative Literature : Tennyson, Becket. Scott, 
Ivanhoe, Talisman. 
Additiotial Topics : 

A. Show on a sketch map the Anglo-Angevin empire 
at its greatest extent. How was each portion acquired by 
Henry II, and under what title was it held ? Consult maps 
in Bright, History ; or in atlases of Gardiner or Poole. 

B. Strongbow in Ireland. Lawless, Ireland, Chs. 
x-xii. Barnard, Strongbow's Conquest of Ireland. 



Outline of English History 241 

IV. The Struggle for Constitutional Liberty, Thirteenth 
Century. 
12. Winning the Charter. 

a. The break between king and nation : loss of Normandy, 

— causes, results; quarrel with the church, — causes, 

the interdict, reconciliation of king and Pope ; quarrel 

with the barons, — causes, part of Stephen Langton, 

granting the Charter. 
References : 

Brief Accounts : Bright, History of England, I, 126-137. 
Green, 115, 116, 122-127. 

Longer Accounts : Stubbs, Early Plantagenets, 129-153. 
Norgate's John Lackland and Ramsay's Angevin Empire 
are the best single books on this period. 

Source : Colby, Nos. 29, 30. 

Imaginative Literature : Shakespeare, King John. 

b. The Great Charter : form ; general characteristics ; impor- 

tant provisions ; place of the Charter in English history. 
References : 

Brief Accounts : Bright, History of England, I, 137-140. 
Green, 128-132. Freeman, Norman Conquest, V, 475- 
479. Montague, 53-57. 

Longer Accounts: Stubbs, Early Plantagenets, 129- 
153. Norgate, John Lackland. 

Sources: Hill, Liberty Documents, Ch. ii (text and 
comment). Old South Leaflets, No. 5. 
Additio7ial Topic : 

Chateau-Gaillard. Norgate, England under the Ange- 
vin Kings, II, 375-381, 410-423. (See picture in illus- 
trated edition of Green, Short History, I, 216, 217.) 
13. The Shaping of the Nation. 

a. Public activity; the universities; the towns; the work 
of the friars. 
References : 

Green, 92-95, 193-201 (the towns), 132-137 (the uni- 
versities), 147-152 (the friars). York Powell, History 
of England to 1509, 158-175 (condition of the people). 



242 English History 



Jessopp, Coming of the Friars, Essays i and ii. Colby, 
Nos. 25, 28. 
Additional Topic : 

Canterbury Cathedral. Traill, Social England, I, 285- 
287, 462-472. Century Magazine, April, 1887, article by 
Mrs. Van Rensselaer (also in her English Cathedrals). 

14. The Struggle for Good Government. 

a. Misrule of Henry III : character of the king; grievances 

of the people. 

b. The Barons' War : causes ; Provisions of Oxford ; divi- 

sions among the barons ; results ; rule of Simon de 

Montfort ; Parliament of 1265; Evesham; results of 

the war. 
References : 

Brief Accounts: Bright, History of England, I, 158- 
170 (Barons' War). Green, 141-146, 152-160. Mon- 
tague, 58-63. 

Longer Account : Stubbs, Early Plantagenets, Chs. 
viii, ix. 

Sources: Colby, No. 31. Hutton, The Misrule of 
Henry HI ; Simon de Montfort and his Cause (two vol- 
umes in English History from Contemporary Writers). 
Kendall, Nos. 25-27. 

15. Progress under Edward I. 

a. Edward I : character ; aims ; policy. 

b. Constitutional development : the Model Parliament ; pur- 

pose of the king in calling it ; composition ; powers ; 

place in history ; confirmation of the charters ; what 

was granted ? 
References : 

Brief Accounts : Bright, History of England, I, 171-175, 
185-188,192-194. Green, 169-184, 201-207. Montague, 
61-71. 

Longer Account: Tout, Edward the First, Chs. viii, xi. 

Sources : Colby, No. 34. Hill, Liberty Documents, 
Chs. iii, iv (summons to Parliament and confirmation 
of the charters). 



Outline of English History 243 

16. "The British Idea." 

a. Conquest of Wales. 

b. Struggle with Scotland : the overlordship ; the award of 

Norham ; alliance of Scotland and France ; Dunbar 
and fall of Baliol ; rising of Wallace ; union of Eng- 
land and Scotland ; rising of Bruce ; Bannockburn ; 
recognition of Scotch independence, 1328. 
References : 

Brief Accounts: Bright, History of England, I, 175- 
177, 180-192. Green, 167-169, 184-193, 211, 212. 

Longer Accounts : Edwards, Wales, Chs. ix-xi. Tout, 
Edward the First, Chs. x, xi, xii. Hume Brown, History 
of Scotland, I, 133-169, or Mackintosh, Scotland, 44- 

73- 
Source: Colby, No. 35. 
Additiotial Topic: 

The Battle of Bannockburn. Maxwell, Robert the 
Bruce, I, Ch. ix. Bates and Coman, 98-106 (imaginative). 
. The Hundred Years' War, 1337-1453. 

(Compare Outline of European History, p. 165.) 

17. Edward III and France, 1327-1377. 

a. Accession of Edward III: character; causes for trouble 

between England and France ; preparation for w^ar. 
h. Course of the war to 1377: important events — Sluys, 
Crdcy, Neville's Cross, Calais, Poitiers, Treaty of 
Bretigny ; causes for English success ; renewal of the 
war, the Black Prince and Aquitaine ; state of affairs 
at close of the reign. 
References : • 

Brief Accounts: Bright, History of England, I, 197- 
220, 224-237. Green, 223-231, 233. 

Longer Accounts : Freeman, Historical Essays, The 
Reign of Edward III (a brief suggestive view of the 
period). Traill, Social England, II, 234-248 (mode 
of warfare). Warburton, Edward the Third (consult 
index). Masson, Mediaeval France, 17 1-2 18 (French 
point of view). 



244 English History- 



sources : Froissart, Chronicles (Lanier's Boy's Froissart 
or Macaulay's edition of Berners' translation of Froissart). 
Ashley, Edward III and his Wars. Colby, No. 39. Ken- 
dall, Nos. 29-31. 
Additional Topics : 

A. Cr^cy. Froissart, Chs. cxxviii-cxxx (Berners' 
trans.). Longman, Life of Edward the Third, I, Ch. xiv. 

B. The Black Prince. Froissart, Chs. clvii-clxix. 
Longmans, I, Chs. xx, xxi ; II, Chs. viii, ix. 

18. The Social Revolt of the Fourteenth Century. 

a. The Black Death : condition of the people before its 

coming ; its effects ; statutes of laborers. 

b. The Lollard Movement : condition of the church ; work 

of John Wycliffe. 

c. The Peasants' Rising : causes ; character ; results. 
References : 

Brief Accounts : Bright, History of England, I, 229, 
243-245, 262-270. Green, 235-244 (John Wycliffe), 
244-260. Traill, Social England, II, 184-188, 319-323 
(Black Death), 214-234, 395-401 (Wycliffe and the 
Lollards). Denton, England in the Fifteenth Century, 
94-114. 

Longer Accounts : The best single book on this period 
is Trevelyan's England in the Age of Wycliffe. On 
Wycliffe and the Lollards, see Chs. iv, v, viii, ix ; on the 
Peasants' Rising see Ch. vi. Cheyney, Industrial and 
Social History of England, Ch. v. Jessopp, Coming of 
the Friars, Essays iv, v (Black Death). 

Sources : Froissart. Ashley, Edward III and his Wars. 
Colby, Nos. 40-42. Kendall, 32-35. 

19. The Constitutional Monarchy, 1399-1461. 

a. Progress under Edward II and Edward III : deposition 
of Edward II ; division of Parliament into two houses ; 
Parliament and taxation ; the Good Parliament. 

d. The Lancastrian Revolution : deposition of Richard II ; 

house of Lancaster and Parliament ; causes of failure 
of Constitutional Monarchy. 



Outline of English History 245 

References : 

Bright, History of England, I, 208-211, 221, 237-240, 
253,275-277,282. Green, 210, 231-235, 261-265. Mon- 
tague, Ch. vii. Wakeman and Hassall, Constitutional 
Essays, Essay v. Stubbs, Constitutional History, H, 
Sects. 255, 268-273 ; m> 320, 321. 
Additional Topic : 

Glendower's Rebellion. Bradley, Owen Glyndwr. 
Shakespeare, Henry IV (imaginative). 

20. The House of Lancaster, and France, 1414-1453. 

a. Renewal of the Hundred Years' War by Henry V : 
causes ; condition of France ; Agincourt ; conquest of 
Normandy ; Treaty of Troyes ; death of Henry ; Bed- 
ford and Burgundy, Joan of Arc and the Siege of 
Orleans ; death of Bedford ; the Angevin treaty and 
close of the war ; causes of England's failure ; effect 
of the war on England and on France. 
References : 

Brief Accounts : Bright, History of England, 1, 278-284, 
289-319. Green, 267-270, 274-281. Traill, Social Eng- 
land, H, 401-423. 

Longer Accounts : Denton, England in the Fifteenth 
Century, 79-91 (effects of the war). Traill, Social 
England, H, 438-452 (method of warfare). Gairdner, 
Houses of Lancaster and York, 92-113, 123-134, 140- 
147, 155. Masson, Mediaeval France, 234-272. Lives 
of Henry V by Church, and by Kings ford. See Outline 
of European History^ p. 165. 

Imaginative Literature : Shakespeare, Henry V. 
Additional Topic : 

Joan of Arc at the Siege of Orleans. Lowell, Joan of 
Arc, Chs. vii, viii. See also Clemens (Mark Twain), 
Joan of Arc (imaginative). 

21, The Wars of the Roses, 1455-1485. 

a. Causes for civil strife : condition of the country ; the 
barons ; character of Henry VI ; rivalry of Lancaster 
and York. 



246 English History 



b. Course of the war : struggle for control of the council, 
struggle in the field, division of the country, battles 
of St. Albans, Wakefield, Towton ; triumph and rule 
of Edward IV ; quarrel between Edward and War- 
wick, Tewksbury, Barnet ; death of Edward IV and 
usurpation of Richard III ; Bosworth Field and acces- 
sion of the Tudors ; results of the wars. 
References : 

Brief Accounts: Bright, History of England, 1,316- 
352. Green, 281-288, 299-301. Traill, Social England, 
II, 430-438- 

Longer Accounts : Traill, Social England, II, 452-460 
(method of fighting). Oman, Warwick, Ch. i (condition 
of the country). Gairdner, Houses of Lancaster and 
York, 155-227. Stubbs, Constitutional History, III, 
Sects. 344-363. Oman''s Warwick gives a very interest- 
ing view of the struggle up to the death of Warwick. 

Sources : Colby, Nos. 46, 48. Kendall, Nos. 37-43. 
Thompson, The Wars of York and Lancaster. The 
Paston Letters. 
Additional Topics : 

A. Towton Field. Thompson, 83-89. Oman, War- 
wick. 

B. "The Last of the Barons." Oman, Warwick. 
Bulwer, The Last of the Barons (imaginative). 

Map Work: 

Show on a sketch map the division of the country be- 
tween the Roses. 
VI. England under the Tudors, 1485-1603. 
22. The New Monarchy. 

a. The House of Tudor : characteristics; policy. 

b. The establishment of despotism : measures of Henry VII ; 

condition of the country, church, nobles, middle classes ; 
Henry VIII and his ministers; the court of the Star 
Chamber; position of Parliament; rule of the great 
Queen ; reasons for the nation's acceptance of Tudor 
despotism. 



Outline of English History 247 

References : 

Green, 301-303, 322-326, 331-333. 349-351. 401-405- 
Bright, History of England, II, 354-358, 420. Traill, 
Social England, II, 615-619, III, 1-22. Montague, 
92-107, III, 112. Hallam's Constitutional History of 
England is a classic for this period. (See Vol. I, Chs. 
i, V.) Merriman, Thomas Cromwell, is very valuable for 
an important period. Prothero, Statutes and Constitu- 
tional Documents (for Elizabeth's reign). The intro- 
duction to Prothero, pp. xvii-xxi, gives an interesting 
summary. 

Sources: Colby, Nos. 53, 56, 61 B. Kendall, Nos. 

44, 54- 

23. The Renaissance in England. 

a. Europe at the close of the middle ages. 
d. The Renaissance : causes ; character ; results. 
c. The New Learning in England : beginning ; peculiar 
character of the English movement ; leaders ; results ; 
connection with the Reformation. 
References : 

Green, 294-299, 303-320. Seebohm, Era of the Prot- 
estant Revolution, 74-85. Hutton, Sir Thomas More. 
Emerton, Desiderius Erasmus. Roper, Life of Sir 
Thomas More. Colby, No. 52. Kendall, Nos. 45, 65. 
See Outline of European History, pp. 166-169. 
Additional Topic : 

More's Utopia. Green, 316-320, The Utopia. 

24. The Beginnings of the English Reformation. 

a. The movement on the Continent. 

See Outline of European History, pp. 170-173. 

b. The Reformation under Henry VIII: causes; the di- 

vorce ; legislation of the Parliament, break with Rome, 
the royal supremacy ; dissolution of the monasteries ; 
translation of the Bible ; doctrinal changes, the Ten 
Articles ; attitude of the nation, the Pilgrimage of 
Grace ; fall of Thomas Cromwell ; the Six Articles ; 
condition at the close of the reign. 



248 English History 



References: 

Green, 320-323, 327-331, 333-348, 351-357. Bright, 

n, 383, 389-398, 404-414. 

Source : Univ. Penn. Translations and Reprints, Vol. 
I, No. i. 

c. The Protestant Revolution: Edward VI and his advis- 

ers ; policy of the government ; measures ; attitude of 
the nation. 

d. The Catholic Reaction : Mary's aims, attitude of Parlia- 

ment and of the nation, the Spanish marriage, reunion 
with Rome ; the Marian persecution ; results of Mary's 
policy. 
References : 

Creighton, Age of Elizabeth, 14-18, 24-26, 28-31, 36- 
39. Green, 357-369. Bright, II, 424, 427-430, 437, 442, 
447, 453-457. Montague, 107-109. 
Additional Topics : 

A. Death of Sir Thomas More. Froude, History of 
England, II, 225-232, 367-387. Roper, Life of Sir 
Thomas More. Or see Kendall, No. 47. 

B. Latimer the Preacher. Froude, History of Eng- 
land (consult index). Carlyle, Hugh Latimer. 

C. Lady Jane Grey. Froude, History of England, 
Vols. V, VI (consult index). 

25. The Age of Elizabeth, i 558-1603. 

a. Europe in 1558: Scotland — religious situation, connection 

with France ; France — the Valois and Guise rivalry, 
the Huguenots, relations with Spain ; Spain and Philip 
II — the Netherlands; England — position of Eliza- 
beth, internal divisions, policy of Elizabeth and Cecil. 

References : 

Creighton, Age of Elizabeth, 43-45, 51-62, 80-87. 
Bright, II, 488-495. 

Map Work: 

A sketch map showing Europe in 1558. 

b. The Elizabethan settlement ; Elizabeth's policy ; reasons ; 

measures ; effect at home and abroad. 



Outline of English History 249 

Refer etices : 

Creighton, 46-50, 125-130. Green, 376-379, 384, 
405-407. 
c. England and Scotland : relations under the early Tudors ; 
plans and policy of Mary Stuart ; danger to England ; 
Mary's overthrow ; results. 
References : 

Creighton, 62-79, 100-104. Green, 382-392. Bright, 
II, 495-499? 503-512. Kendall, Nos. 53, 55, 56. Colby, 
Nos. 62, 63. 
^. The struggle with Spain : aims of Philip II ; England 
and the Netherlands; Spain and the English Cath- 
olics; commercial rivalry; the League and the crisis 
of 1588 ; England and Spain at the end of the century. 
References : 

Creighton, 87-97, 111-122, 153-180. Green, 411-420, 
442-444. 
Ma/f IVork: . 

The Spanish empire in 1580. 
e. Conquest of Ireland: condition of Ireland from the 
thirteenth to the sixteenth century ; policy of the early 
Tudors ; Ireland and the Reformation ; attacks upon the 
land ; risings of the septs ; conquest and settlement. 
References : 

Green, 446-458. Lecky, History of England in the 
Eighteenth Century, II, 92-122. Lawless, Ireland, Chs. 
xxii, xxiii, xxxi. 
Additional Topics: 

A. Rise of Puritanism. Green, 460-469. Gardiner, 
Cromwell's Place in History, Ch. i. Hutchinson, Me- 
moirs of Colonel Hutchinson. 

B. Execution of Mary Stuart. Froude, History of 
England, XII, 343-363. Kendall, No. 58. 

C. The Armada. Froude, History of England, XII, 
478-5 13> or Froude, English Seamen, 259-299. Hen- 
derson, Side Lights on English History, 18-25. Kendall, 
No. 59. 



250 English History 



26. Tudor England. 

a. The land and agriculture: wool-growing; enclosures; 

effect upon the peasantry ; attitude of the government ; 
causes of improved conditions at the end of the period. 

b. Industrial progress : growth of manufactures ; religious 

refugees ; commerce and colonization ; connection 
with Spain. 

c. Social conditions : increase in pauperism ; causes ; care 

of the poor; poor law of 1601 ; the new middle class; 

the great merchants ; changes in manner of living. 
References : 

Froude, History, I, Ch. i (for the early part of the cen- 
tury). Bright, II, 462-487 (for the middle of the century). 
Green, 392-398, and Creighton, Elizabeth, 192-201 (both 
for reign of Elizabeth). Gibbins, Industrial History, 
82-90 (economic changes), 90-99 (commerce), 99-108 
(conditions under EHzabeth). Cunningham and Mac- 
Arthur,, Industrial History. Cheyney, Industrial and 
Social History, Ch. vi. Harper's, Vol. LXXXIII, pp. 
6o2fif., ySoflf., 941 ff. 

Sources: Colby, Nos. 50, 55. Harrison, Elizabethan 
England. Hart, American History told by Contempora- 
ries, I, Nos. 44, 46. Kendall, Nos. 62-64. 

d. The revival of literature : characteristics ; great names ; 

important works. 
References : 

Creighton, 201-218. Green, 398-401, 420-442. Colby, 
Nos. 64, 65. 
Additional Topics : 

A. Elizabethan homes. Harrison, Elizabethan Eng- 
land. 

B. Drake's, voyage round the world. Froude, History 
of England, XI, Ch. xxix ; or Froude, English Seamen, 
Ch. iv. Hart, Contemporaries, I, Nos. 30, 31. 

VII. The Puritan Revolution, 1603-1660. 
27. The Beginning of Strife, i 603-1 625. 

a. Elements in the struggle : character of the first Stuart ; 



Outline of English History 251 

religious divisions and the Hampton Court Conference ; 
the Divine Right of Kings ; foreign policy. 
b. Contest between king and Parliament : the issues in the 
first Parliament ; religious question ; the royal prerog- 
atives ; the Addled Parliament ; the rule of the favorites ; 
outbreak of the Thirty Years' War ; Parliament of 162 1 
and revival of impeachments ; the Protestation. 
References : 

Gardiner, The Puritan Revolution, 1-48. especially 13- 
20, 29-35, 39-48. This is the best short book on the 
subject. Green, 474-495. Bright, II, 581-585, 587-589, 
592-605. Montague, 113-118. Gardiner, History of 
England, 1603-1642, 10 vols., Civil War, 4 vols.. Com- 
monwealth and Protectorate, 4 vols., is the authority on 
the Stuart period. Hallam, Constitutional History. 

Sources : Prothero, Constitutional Documents, contains 
much valuable material on the constitutional aspect. For 
the king's view of his position, read 293-295, 399-401 ; 
for Parliament's side, 286-293 (or more briefly, Kendall, 
No. 70), and the Commons' Protest of 1621, 313, 314. 
For a contemporary account of the Hampton Court 
Conference, see Colby, No. 69, or Hart, Source Book of 
American History, No. 14. 
Additional Topics : 

A. The Gunpowder Plot. Gardiner, History of Eng- 
land, 1603-1642, I, 234-286. Henderson, Side Lights, 

43-47- 

B. Plantation of Ulster. Gardiner, History of Eng- 
land, 1 603-1 642, I, Ch. X. 

C. The Spanish Journey. Henderson, Side Lights, 
55-60. Gardiner, History of England, 1 603-1 642, V 
(see table of contents). 

28. Breach between King and Parliament, i 625-1 629. 

a. Ascendency of Buckingham : character of Charles I ; 

Buckingham's foreign policy ; Sir John Eliot and the 
attacks upon the favorite. 

b. Parliament of 1628- 1629: Sir Thomas Wentworth and 



252 English History 



the Petition of Right ; assassination of Buckingham 

and Wentworth's apostasy ; the religious situation ; 

Eliot's resolutions and the dissolution of 1629. 
References : 

Gardiner, Puritan Revolution, 48-69. Green, 496-505. 
Bright, II, 608-627. Montague, 1 18-120. 

Sources : Petition of Right, text in Gardiner, Consti- 
tutional Documents, or in Old South Leaflets, No. 23, 
or Hill, Liberty Documents, VI. Clarendon, Characters 
and Episodes (edited by Boyle), 4-19 (Duke of Bucking- 
ham). Kendall, No. 72 (dissolution m 1629). 
Additional Topic : 

Sir John Eliot, the parliamentary leader. Gardiner, 
History of England, 1 603-1 642 (see index). 

29. The Personal Rule of Charles I, 1629- 1640. 

a. Laud and the Puritans : character and aims of Laud ; meas- 
ures to enforce conformity ; eiTect upon the country. 
d. The revenue : tonnage and poundage ; monopolies ; the 
forests ; ship-money ; Hampden's resistance ; the de- 
cision of the judges. 
c. The outbreak in Scotland : religious conditions ; the new 
Service Book ; the Covenant ; rebellion ; position of the 
king. 
References : 

Gardiner, 71-82, 85-96. Green, 509-520, 528-533. 
Bright, II, 627-631, 637-640. Montague, 120-124. 
Mackintosh, Scotland, 181-199 (outbreak in Scotland). 
Gardiner, Documents, 37-54 (ship-money). Old South 
Leaflets, No. 60 (Scottish covenant). Kendall, Nos. 

73-75- 

30. The Long Parliament. 

a. Meeting of the Short Parliament : reasons for summon- 

ing ; attitude ; dissolution. 

b. First session of the Long Parliament, Nov., 1640-Sept., 

1641 : leadership of Pym ; impeachment and execution 
of Strafford ; restrictions on the royal prerogative ; the 
religious question. 



Outline of English History 253 

c. Development of parties ; Charles in Scotland ; the army 

plot; division on church questions, the moderates; 

the Irish rebellion, effects ; the Grand Remonstrance ; 

attack on the five members. 
References : 

Gardiner, Puritan Revolution, 108-124. Green, 533- 
546. Bright, II, 642-658. Montague, 124-129. Gold- 
win Smith, Three English Statesmen, essay on Pym. 
Traill, Strafford. Dictionary of National Biography, 
articles on Hampden, Pym, Wentworth (Strafford). 
Lawless, Ireland, 240-250. 

Sources : For the Grand Remonstrance, see Gardiner, 
Constitutional Documents, No. 34, or Old South Leaflets, 
No. 24. Clarendon, Characters and Episodes (edited 
by Boyle), 82-85 (Grand Remonstrance). 
Additional Topics : 

A. Impeachment of Strafford. Traill, Strafford, Chs. 
xiv, XV, or Gardiner, IX, 302-372. Clarendon, 54, 63- 
78. Colby, No. 71. Kendall, Nos. 76, -j-j. Browning, 
Strafford (imaginative). 

B. Attack on the five members. Kendall, No. 78- 
Clarendon, 88-94. Gardiner, X, 128-151. 

31. The Great Rebellion, 1642-1649. 

a. Cavaliers and Roundheads: leaders; support in the 

country ; sources of strength and of weakness. 

b. First period of t4ie War : raising the standard at Notting- 

ham; Edgehill; Charles at Oxford; lack of decisive 
results ; the Scottish alliance, the Solemn League and 
Covenant. 

c. Independency and the end of the first Civil War : divi- 

sions among the Parliamentarians; Cromwell and 
Marston Moor; the Self-Denying Ordinance; the 
New Model ; Naseby. 
References : 

Gardiner, 125-143. Green, 547-559. Montague, 129- 
^ 131. Harrison, Oliver Cromwell, Chs. iv, v. 

Sources: Clarendon, 60, 151-155 (Hampden), 155-168 



254 English History 



(Falkland), 174-177 (Pym), 216-218, 275-284 (Crom- 
well). Colby, Nos. 72, 73. Kendall, Nos. 79, 80. 
Map Work: 

Show on a sketch map the division of the country 
between king and Parliament. 
d. Strife for supremacy, 1 646-1 649: Parliament and the 
Presbyterians ; the army and the Independents ; the 
king ; aims and proposals of each ; alliance of Charles 
and the Scots, the second Civil War; triumph of the 
Independents ; Pride's Purge ; trial of the king ; exe- 
cution, Jan. 30, 1649. ' 
References : 

Gardiner, Puritan Revolution, 144-153. Green, 559- 

572. Harrison, Oliver Cromwell, Chs. vi, vii. Clarendon, 

223-229 (death and character of Charles). Carlyle, 

Cromwell's Letters and Speeches. Gardiner, Civil War. 

Additional Topics : 

A. Naseby. Gardiner, History of the Great Civil 
War, II, 234-253. Clarendon, 198-200. 

B. Agreement of the People compared with the United 
States Constitution. For text see Gardiner, Documents, 
359-371, or Hill, Liberty Documents, Ch. vii. 

C. Trial of the King. Gardiner, Civil War, IV, 288- 
313. Gardiner, Documents, No. 72, or Kendall, No. 82, 
for the warrant. Clarendon, 219-223. 

32. Puritan Rule, 1649- 1660. 

a. Restoration of peace in the British Isles : conditions in 

Ireland, work of Cromwell, the Cromvvellian settlement ; 
Scodand and Charles II, Dunbar and Worcester. 

b. Political conditions : overthrow of monarchy and the 

House of Lords ; the Commonwealth under the Rump; 
overthrow of the government by Cromwell and the 
army ; constitutional experiments ; causes of failure. 

c. Foreign policy of the Commonwealth : attitude of 

Europe ; the navigation act and the Dutch War ; war 
with Spain, — Jamaica, Dunkirk; position of.England 
in Europe. 



Outline of English History 255 

d. Fall of the Commonwealth ; death of Cromwell ; confu- 
sion, recall of the Stuarts ; causes of the failure of 
the Puritan Commonwealth. 
References : 

Gardiner, 154-189. Green, 572-600. Montague, 131- 
134. Harrison, Oliver Cromwell, Chs. viii-xiv. Lawless, 
Story of Ireland, 260-276 (conquest of Ireland). Gardi- 
ner's History of the Commonwealth and Protectorate 
(unfinished) is the great authority on this period. 

Sources : Cromwell, Letters and Speeches. For the 
Instrument of Government, see Gardiner, Constitutional 
Documents, No. 87, or Hill, Liberty Documents, Ch. vii, 
or Old South Leaflets, No. 27. Kendall, Nos. 84-89. 
Additional Topics : 

A. Fall of the Rump. Harrison, Oliver Cromwell, 
168-187, or Gardiner, History of the Commonwealth, II, 
Ch. XXV. Hosmer, Young Sir Henry Vane, Ch. xvii. 
Colby, No. 75. 

B. Flight of Charles Stuart from Worcester. Gardiner, 
History of the Commonwealth, I, Ch. xvii. 

C. Cromwell's work. Gardiner, Cromwell's Place in 
History. Goldwin Smith, Three English Statesmen. 
Harrison, Oliver Cromwell. Morley, Oliver Cromwell. 

VIII. Restoration and Revolution, 1660-1688. 
2,Z' England under Charles II, 1660-1685. 

a. Political conditions: character and policy of the king; 

the nation and the-doctrine of non-resistance; Parlia- 
ment and taxation and the royal dispensing power. 

b. Religious settlement : act of uniformity ; penal legislation 

against dissent ; condition of the Catholics and aims 
of the king. 

c. Charles and Louis XIV : aims of the French king ; war 

between England and Holland ; the Treaty of Dover ; 
the Declaration of Indulgence; the Test Act; the 
Popish Plot ; the Exclusion Bill and political parties. 
References : 

Green, 616-619 (political conditions), 619-625 (reli- 



256 English History 



gious settlement), 633-662, passim (the French alliance 
and the Catholic question). Montague, 135-144. 

Sources : Colby, Nos. 77-80. Hill, Liberty Docu- 
ments, Ch. viii (Habeas Corpus Act, 1679). Kendall, 
Nos. 90-97. 
Additional Topics : 

A. The Plague of 1665. Henderson, 1 24-131. De 
Foe, Journal of the Plague (imaginative). 

B. The Great Fire, 1666. Henderson, 13 1-142. Colby, 
No. 78. 

C. England after the Restoration. Macaulay, I, Ch. iii. 
34. Overthrow of the Stuarts, 1688. 

a. Elements in the revolution : character and aims of James 

II ; doctrine of non-resistance versus fear of a Catholic 
despotism. 

b. Measures of James II, 1685-1 688 : assertion of the dis- 

pensing power, Catholics in office; a standing army ; 
Declaration of Indulgence ; petition of the seven 
bishops, trial. 

c. The Revolution of 1688: William of Orange and the 

Whigs ; birth of Prince James ; coming of William and 
flight of King James ; Parliament and the succession ; 
results of the Revolution — Bill of Rights, Act of 
Toleration, 1689, Act of Settlement, 1701. 
References : 

Green, 666-683. Hale, Fall of the Stuarts, 76-79, 98- 
iio, 1 19-144. Traill, William the Third, Chs. iii-v (the 
Revolution). Montague, 144-156. 

Sources : For Bill of Rights see Hill, Liberty Docu- 
ments, Ch. ix, or Old South Leaflets, No. 19 (contains 
also the Act of Settlement). Colby, Nos. 82, 83. Hen- 
derson, 1 8 1- 1 92. Kendall, Nos. 100, loi. 
Additional Topics : 

A. Jeff"reys on the Western Circuit. Macaulay, History 
of England, I, 579-593. Colby, No. 81. 

B. Trial of the Seven Bishops. Macaulay, II, 320- 
362. Kendall, Nos. 98, 99. 



Outline of English History 257 

IX. Wars of Empire, 1689-1815; "The Second Hundred 
Years' War." 

See also Outline of European History (pp. 180-197) 
and Outline of American History ^ sections 13, 15, 16, 

23- 

35. William III and Louis XIV, 1689-1697. 

a. War in Europe: James II in Ireland — Parliament of 

Dublin, Londonderry, Battle of the Boyne, Treaty of 
Limerick ; the continental league against Louis (League 
of Augsburg) — La Hogue, Namur, Peace of Rysvvick. 

b. King William's War: English and French in North 

America ; contest for Acadia and Hudson's Bay. 
References : 

Green, 684, 694-696, 700. Bright, III, 811, 836-838, 
846-848, 856-859 (European aspect of the war). Ma- 
caulay, IV, 313-336 (battle of La Hogue). Macaulay, IV, 
359-363? V, 53-66 (Namur). Seeley, Expansion of Eng- 
land, Part I, Chs. ii, v-viii, will be found very suggestive, 
read in connection with this subject. 
Additional Topics : 

A. Siege of Londonderry. Macaulay, III, Ch. xii, 
especially 183-225. 

B. Massacre of Glencoe. Macaulay, IV, 285-312. 
Colby, No. 84. Kendall, No. loi. 

36. The War of the Spanish Succession, 1702-17 13. 

a. The war in Europe : the Spanish Succession ; Marl- 

borough and Queen Anne; the Grand Alliance, the 
campaigns of 1704, 1706, and 1708; English parties 
and the war ; the Treaty of Utrecht. 

b. Queen Anne's War : conquest of Acadia and of Hudson's 

Bay territory. • 
References : 

Green, 702-720. Bright, III, S7^-g2i, passim. Morris, 
Age of Anne, discusses the war at length and clearly. 
See also Outline of European History, pp. 180-181. 
Additional Topics : 

A. Blenheim. Morris, Age of Anne, Ch. vii. Colby, 



258 English History 



No. 86. Southey, The Battle of Blenheim (imagina- 
tive). 

B. Union of Scotland and England. Morris, Age 
of Anne, 138-145. Lecky, II, 52-66. Montague, 158- 
161. Adams and Stephens, No. 244. Colby, No. 87. 

C. Society and Literature in the Age of Anne. Morris, 
Age of Anne, Chs. xxi, xxii. Addison, Sir Roger de 
Coverley ; Thackeray, Henry Esmond (imaginative). 

37. The War of the Austrian Succession, i 740-1 748. 

a. War in Europe : the Austrian Succession ; Austria and 

England against Prussia and France ; Dettingen ; Fon- 
tenoy ; the Peace of Aix-la-Chapelle, 1748 ; connection 
between topics a and b and c (War in Europe, the 
West, and India). 

b. War in the West : trade with Spanish colonies and the 

War of Jenkins* Ear, 1739 5 King George's War, 1744- 
1748; French occupation of the Mississippi Valley; 
border wars; capture of Louis bourg, 1745. 

c. War in India : the English and French trading com- 

panies ; break up of the Mogul empire ; policy of 

Dupleix. 
References : 

Green, 732-734, 741-746. Bright, III, 980-984, 988- 
io\2, passim; 1113-1116. Morris, Early Hanoverians, 
108-110 (war with Spain). Morley, Walpole, Ch. x, 
discusses Walpole's foreign policy. See also Outline of 
European History^ pp. 183-184. 
Additional Topic: 

"The Forty-Five." McCarthy, England under the 
Four Georges, II, Chs. xxxiv-xxxvi, or Morris, Early 
Hanoverians, 143-169. Colby, No. 82. Bates and Co- 
man, 355-361 (imaginative). Swinburne, A Jacobite^s 
Exile, 1746 (imaginative). 

38. The Seven YearsVWar, 1756-1763. 

a. Undeclared war : the strife for the Ohio Valley ; Brad- 
dock's defeat, 1755; war in India; Clive at Arcot, 
1751. 



Outline of English History 259 

b. Open war : alliance of England and Prussia against 
France and Austria ; connection between the war in 
Europe and the wars in India and America ; condition 
of England, 1756; Minorca; Pitt's war administration ; 
turning-points in the war — Duquesne, Louisbourg, 
Quebec, Quiberon Bay, Wandewash ; accession of 
George III and fall of Pitt; Peace of Paris, 1763. 
References : 

Green, 746-758, 762-764. Bright, III, 1018-1033, 
1037-1041. Lecky, II, 494-505 (war in America and in 
India). Walford Green, William Pitt, Ch. iv. Macaulay, 
Essays on Pitt and on Clive. Lecky, II, 467-489. 504, 
505, 510-520, a good discussion of Pitt's war ministry. 
See also Outline of European History, p. 184; and 
Oittline of American History, section 13. 
Sources : Colby, Nos. 94-96, or Kendall, Nos. 117, 118. 
Additional Topics : 

A. The Battle of Plassey. Wilson, Clive, Ch. vi. 
Kendall, No. 117. 

B. Pitt, the war minister. Walford Green, William 
Pitt, Ch. iv. Macaulay 's Essay on Pitt. 

Map Work: 

Show on an outline map European possessions in 
North America in 1763. 
39. The American Revolution, 1775-1783. 

a. England and the American Colonies, 1765 : political and 

commercial policy ; measures of Grenville, of Town- 
shend, of North ; effects in America ; attitude of the 
king, of parties, of the nation. 

b. First period of the war, 1 775-1 778 : organization of colo- 

nial resistance ; war in New England ; Declaration of 
Independence; war in the Middle States — Saratoga, 
1777. 

c. Second period of the war, 1 778-1 783: the French Alli- 

ance ; war in the Middle States and South ; siege of 
Gibraltar; Yorktown ; Rodney in the West Indies; 
fall of the Tories ; treaties of peace. 



26o English History 



References : 

Green, 760-762 ; 768-770 ; 776-786. Seeley, Expan- 
sion of England, Pt. I, Ch. viii (very suggestive). Sloane, 
French War and the Revolution. Lecky, American Revo- 
lution (Chs. from his History of England in the 18th 
Century, edited by Woodburn), is of great value. Mac- 
aulay, Essay on Pitt, Earl of Chatham. 

Sources : Colby, No. 99. Henderson, 266-272. Hill, 
Liberty Documents, Ch. xii (Stamp Act). Kendall, 
Nos. 119-121. See also Outline of American History, 
sections 15, 16. 

Additional Topics : 

A. Pitt and the American Colonies. Green, William 
Pitt, Chs. V, vi, ix, or Macaulay, Essay on Pitt, Earl of 
Chatham. Kendall, No. 119. 

B. A comparison of political conditions in England 
and in America in 1765. Green on England; Lecky 
on America (in his History of England in the Eighteenth 
Century, or in his American Revolution, ed. Woodburn). 

40. The War of the French Revolution, i 793-1 802. 

a. The French Revolution: condition of France, 1789; 

meeting of the States-general ; fall of the Bastile ; rise 
of Jacobinism ; declaration of the Republic ; execution 
of the king. 

b. War against the French democracy : attitude of England ; 

Burke and the reaction ; coalition against France ; rise 
of Napoleon ; war on the continent, on the sea, in 
Egypt, in India; Peace of Amiens, 1802. 

c. Conditions in Ireland : Ireland in the eighteenth century ; 

effect of the American Revolution ; Home Rule, 1782- 
1800; economic and religious difficulties ; influence of 
the French Revolution ; " Ninety-eight ; " the union of 
England and Ireland, 1800. 
References : 

Green, 797, 800-811, 818-819. Rosebery, Pitt, Chs. 
vi-ix, discusses the French Revolution and the war, 
showing the part of Pitt. Gold win Smith, Three English 



Outline of English History 261 

Statesmen (essay on Pitt). Macaulay, Essay on Pitt. 
For conditions in Ireland, see Green, 811-818; Lawless, 
Ireland, 298-310 (condition after Revolution of 1688), 
354-376 (the Union) ; Lecky, II, 206-221 (Irish indus- 
tries). Montague, 186-188. Rosebery, Pitt, Ch. xi. See 
Oittlme of European History^ pp. 190-194. 

Sources : Adams and Stephens, Select Documents of 
English Constitutional History, No. 258 (Act of Union). 
Colby, No. 107. Kendall, Nos. 108, in, 123-125. 

41. War against Napoleon, 1803-1815. 

a. First period of the war : the coalition ; Trafalgar; Aus- 

terlitz, 1805 ; death of Pitt. 

b. Second period of the war: commercial warfare; rising of 

the peoples ; Peninsular War, Arthur Wellesley ; over- 
throw of Prussia ; England and the United States ; 
Napoleon in Russia; Waterloo; Peace of Paris, 1815. 
References : 

Green, 819-836. Rosebery, Pitt, 252-260. Bright, III 
(see index). Colby, Nos. 109-112. Henderson, Nos. 
291-297 (Waterloo). Kendall, Nos. 126, 127. See Out- 
line of European History, pp. 195-197. 
Additional Topic : 

Nelson at Trafalgar. Clark Russell, Nelson, Chs. xix, 
XX. Henderson, 284-290. Bates and Coman, 369-375 
(imaginative). 
X. Hanoverian England. 

42. The Constitution after the Revolution of 1688. 

a. Political parties: Whig ascendency — causes, principles, 

achievements ; reorganization of the Tories after 1 745 
— principles, causes for ascendency ; parties and the 
American Revolution ; effect of the French Revolu- 
tion. 
References : 

Green, 722-723, 761, 762. May, Constitutional History 
of England, II, 17-49. 

b. The crown : the first two Georges ; policy and methods 

of George III, results. 



262 English History 



References : 

Green, as above, also 765, 'j'j'j. Montague, 174- 
179 (George III). May, Constitutional History, I, 
Ch. i. 

Sources : Adams and Stephens, No. 254. Kendall, 
No. 107. 

c. The Cabinet and party government : development and 

characteristics ; the prime minister. 
References : 

Green, 697, 723, 724, 749, yyy. Montague, 163-173. 
Morley, Walpole, Ch. vii. 

d. Parliament : place in the constitution ; state of represen- 

tation ; methods of controlling Parliament. 
References : 

Lecky, I, 434-453. May, I, Chs. v and vi, passim. 
Spencer Walpole, History of England, I, 1 14-133 (de- 
scribes conditions at beginning of nineteenth century) . 

Source: Kendall, Nos. 103-105, 109. 

43. Religion and Philanthropy. 

a. The Wesleyan movement : religious conditions at the 

beginning of the century ; work of the Wesleys and 
Whitefield; effects of Methodism — religious, social, 
political. 

b. Social reforms : John Howard and the prisons ; Wilber- 

force and the slave trade. 
References : 

Green, 735-741, 796, 823. Spencer Walpole, History 
of England, I, 102-106 (slave trade), 169-179 (John 
Howard). Lecky, H, Ch. ix, gives a very valuable 
account of the Methodist movement. McCarthy, Four 
Georges, II, Ch. xxx (Methodism). 

Source: Colby, Nos. 91, 100, 103. 

44. The Industrial Revolution. 

a. Changes in manufacturing : inventions, use of machin- 

ery ; the factory system ; emigration of industry ; ef- 
fects on the working classes. 

b. The agrarian revolution : causes ; effects. 



Outline of English History 263 

References : 

Gibbins, Industrial History of England, 154-165. 
Cheyney, Industrial and Social History of England, 
199-223. Spencer Walpole, I, 50-93. Toynbee, Indus- 
trial Revolution, 85-93. 
Additiotial Topic: 

Stephenson and the steam engine. Smiles, Life of 
George Stephenson, Chs. viii, ix, xxii. 
XI. The United Kingdom in the Nineteenth Century. 

45. The Rise of Democracy. 

a. The Great Reform Bill, 1832: political situation, 1815- 

1830; Wellington and reform, 1830; the contest of 
1832 — elements, Whigs, Tories, House of Commons, 
House of Lords, the king, the nation ; triumph of 
reform, effects. 

b. Parliamentary reform since 1832: Chartist demands; 

bills of 1867 and of 1 884-1 885, effects. 

c. The Constitution in 1900 : position of the crown, of the 

Cabinet, of the House of Lords, of the House of Com- 
mons. 
References : 

Montague, 188-193, 203-211, 213-218. Bright, III, 
1422-1434. McCarthy, Four Georges, IV, Chs. Ixxi-lxxiii 
(reform of 1832) ; Our Own Times, II, Chs. li-lii (re- 
form in 1867). Bagehot, The English Constitution. 
Sources: Colby, No. 116. Kendall, Nos. 129, 130. 

46. The Life of the People. 

a. The Corn Laws : agricultural conditions at the end of 
the great war ; Cobden and Bright and the Anti-corn 
Law League; Sir Robert Peel and repeal, 1846. 
References : 

McCarthy, Our Own Times, I, Chs. xiv, xv. Walpole, 

History of England, IV, Chs. xviii, xix. Kendall, 

Nos. 135, 136. Bright, Vol. IV, see index under Corn 

Laws and under Peel. 

d. Conditions of labor: the factory system; oppression of 

children ; Lord Shaftesbury and reform. 



264 English History 

References : 

Gibbins, Industrial History, 172-186. Cheyney, In- 
dustrial and Social History, 240-259. Bright, IV, see 
index under Factory Bills and under Shaftesbury. Spen- 
cer Walpole, see index under Factory Laws. Kendall, 
No. 134. Bates and Coman, 400-406 (imaginative). 

47. Relations of England and Ireland, 1800- 1900. 

a. Catholic Emancipation : position of the Irish Catholics, 
1800 ; O'Connell and the Catholic Association ; the 
Clare election; repeal, 1829. 
References : 

Lawless, Ireland, 377-385. McCarthy, Four Georges, 
IV, 69-79. Kendall, Nos. 108, 128. 
d. Economic conditions : the land question ; the famine 
of 1846 and 1847, effects; ^^.nd legislation; the Land 
League ; present situation. 
References : 

Lawless, 396-402. McCarthy, Our Own Times, I, Ch. 
xvii. Kendall, No. 137. Bright, III and IV, see index 
under Ireland. Morley, Life of Gladstone. 
c. Political agitation : connection between economic and 
political conditions ; O'Connell and repeal ; Fenian- 
ism ; Parnell and Home Rule ; Gladstone and the 
Home Rule bills. 
References : 

Bright, III and IV, see index under Ireland. O'Con- 
nor, Morris, Ireland, Ch. x. Hamilton, O'Connell. Mor- 
ley, Life of Gladstone. Dicey, England's Case against 
Home Rule. Kendall, Nos. 132, 133. 
XII. The British Empire. 

(Good summary of conditions in 181 5, Spencer Wal- 
pole, I, 95-102.) 

48. India and the Eastern Question. 

a. Conditions in the nineteenth century : expansion, work 
of Wellesley and Dalhousie ; the Sepoy Mutiny ; 
India under the crown; proclamation of the empire, 
1876. 



Outline of English History 265 

b. The Crimean War, 1854-1856: causes, character, cam- 

paigns, results. 
References : 

McCarthy, Our Own Times, I, Chs. xxv-xxviii (the 
Crimean War), II, Chs. xxxii-xxxvi (Sepoy Mutiny). 
Spencer Walpole, VI, Ch. xxiv (Crimean War), 273- 
323 (Mutiny). Seeley, Expansion of England, Part 2, 
useful for teachers. Lyall, Rise of the British Domin- 
ions in India. Bright, III and IV (see index under 
Crimean War and under India). Kendall, Nos. 140- 
144. 

c. Gordon at Khartum. Butler, Gordon, Chs. viii, ix. Ken- 

dall, No. 149. 
Additional Topics : 

A. Charge of the Light Brigade. Kinglake, Invasion 
of the Crimea, IV. W. Russell, Letters from the Crimea. 
Tennyson, Charge of the Light Brigade (imaginative). 

B. Lord Cromer in Egypt. Traill, Lord Cromer. 
49. The Colonies. 

a. Settlement of Australasia : the penal settlements ; wool- 

growing; discovery of gold ; confederation of 1901. 

b. The English in Africa : conquest of Cape of Good Hope, 

181 5; English and Dutch; discovery of gold in the 
Transvaal ; the Boer War, results ; expansion in Cen- 
tral Africa. 

c. The English in the Western Hemisphere : emigration of 

Loyalists to Canada; the Dominion, 1867; the devel- 
opment of the Northwest ; the West Indies — abolition 
of slavery, decline of the sugar industry. 
References : 

Payne, European Colonies, 165-185 (Australia), 185- 
196 (Africa), 158-165 (Canada), 196-208 (West Indies). 
Cotton and Payne, Colonies and Dependencies, Chs. ix 
and X. Bourinot, Canada. Jenks, History of the Aus- 
tralasian Colonies. Spencer Walpole, VI, Ch.xxviii. Lu- 
cas, Historical Geography of the British Colonies, is a 
work of great value. 



266 English History 



Additional Topics : 

A. Present extent and population of the Empire. See 
latest Statesman's Year Book. 

B. Imperial Federation. Parkin, Imperial Federa- 
tion. Goldwin Smith, Essays on Questions of the Day ; 
Reviews, English and American. Kendall, Nos. 139, 
147. 



PART IV 
AMERICAN HISTORY 



AMERICAN HISTORY 



INTRODUCTION 

American History in the last year of the high school 
demands somewhat different treatment from that of the 
previous courses, as has been suggested in the conclu- 
sion to the general introduction. The pupil is more 
familiar with the field both by previous study and be- 
cause it is his own country. He is within two or three 
years of citizenship and needs to know, not merely facts 
of development, but methods of government and his 
share in it. He is therefore ready because of interest, 
preparation, and obligation to examine somewhat more 
in detail special subjects, particularly those relating to 
government, its origin and methods of administration. 
The treatment in the accompanying syllabus recognizes 
this, and is somewhat less analytical and comprehensive 
in its topics than is the case in the previous courses in 
history. 

Furthermore, the field is more limited, and excellent 
text-books, like Channing's '* Students' History of the 
United States," and McLaughlin's " History of the 
American Nation," give an excellent narrative and fur- 
nish a basis for more detailed study. The syllabus is 
therefore more free to mark out for especial empha- 

269 



270 American History 

sis certain formative events, and to indicate topics 
that will call for comparison and other exercising of 
the judgment, and for the understanding of institutions 
and constitutional questions somewhat more fully than 
was possible in the other courses. 

The instruction in Civil Government, which should 
form a considerable part of the course in case there is 
no separate class in the subject, should seek to empha- 
size, not only development, but actual existing methods, 
the spirit as well as the letter of the Constitution. The 
boss, the machine, and the "third house" should be 
made as clear as the more formal phases of election and 
legislation. As these subjects are usually omitted in 
text-books on Civil Government, the teacher must be- 
come the main guide. An excellent way to furnish 
practical experience in government, and to arouse at 
the same time an interest in public questions, is to organ- 
ize in the school a Congress, similar, for example, to the 
Boston Young Men's Congress. To accomplish its pur- 
pose it should be a permanent affair, and conducted 
strictly according to parliamentary rules. Visits to 
legislative bodies are of some assistance, but need to 
be repeated very frequently and intelligently supervised 
to convey much distinct information. 

In the detailed syllabus specific topics and references 
are given on this part of the subject; it is sufficient 
here to suggest such sections as 17 (Confederation and 
Constitution), 18 (Organization of the Government), 28 
(Political Reorganization), 37 (Political Problems); and 
current events : e.g. caucuses (September), conventions 
(October), elections (November and December), inaugu- 



Introduction 271 

rations (January), and proceedings of legislative bodies 
during most of the remaining months of the year, all of 
which furnish a basis for instruction in civics. For the 
whole subject Bryce's " American Commonwealth " is 
indispensable. 

The relation of American History to that of Europe 
and England should be given adequate attention and the 
pupil taught to see, both in colonial and national history, 
the factors outside this country that have helped in deter- 
mining events. This is briefly suggested in a subsequent 
"Characterization of Periods," and more specific illus- 
trations will be found in the syllabus of topics and ref- 
erences : e.g-. sections 2 (European Conditions in the 
Fifteenth Century), 4 (Reasons in England for Early 
Failure and Later Success of Virginia), 10 (Dutch), 13 
(Second Hundred Years' War), 23 (Napoleonic Wars). 
Wherever possible use should be made of the refer- 
ences in the syllabus of European or EngUsh History 
in order to utilize previous work in history. 

The importance of a knowledge of the geography of 
one's own country in order to understand its history is 
happily too generally recognized to demand discussion.^ 
There is in this course more time and opportunity than 
in the early courses ; e.g. the first period may well 
be treated geographically, colonial boundaries, lines of 
treaties, 1763, 1783, 1846; status of slavery, accessions 
of territory, area of succession, military campaigns, 
etc., areas of natural products, lines of transportation. 

1 For a general discussion of geography and its relation to history, see 
General Introduction, p. 27; Report of Committee of Seven, p. 95; 
Hinsdale, "How to Study and Teach History," Chs. viii, x, xiv. 



272 American History 

Graphic representations of facts not strictly geographi- 
cal will naturally come under this head. Inexpensive 
small outline maps, such as the Morse Company or the 
McKinley Company publish, permit of the pupils doing 
much of this work, and a few done each year on a large 
scale serve as a nucleus of a growing series of graphic 
illustration. The subject of geography and maps is 
treated in Channing and Hart '* Guide," pp. 48-54- 

The Periods of American History. — An understanding 
of the growth of the American nation must rest upon 
study of the physical characteristics of the land which 
made it suitable for colonization and expansion. The 
character of the people and the reasons for discovery 
and exploration can be understood only by some study 
of European conditions in the fifteenth and sixteenth 
centuries, which produced adventurers, but not founders 
of states in the new world, exploration but not perma- 
nent colonization. This first period is full of dramatic 
power and human interest ; the oppressive monopoly of 
Spain was checked by England and Holland, and a way 
made for expansion of free institutions instead of abso- 
lutism ; but it is a period of preparation rather than of 
accomplishment on this side the Atlantic. 

But the scene changes with the opening of the seven- 
teenth century. A new Europe is now able to trans- 
plant itself to a new world. The sea rovers have done 
their work, the new ideas of Renaissance and Reforma- 
tion have won a foothold in Europe, and seek a wider 
and freer foothold for their logical development in a 
more untrammelled environment. The new generation, 
more numerous, better organized, and depending on 



Introduction 273 

companies rather than on one man alone, more serious, 
successfully transfers to a virgin soil, not merely the best 
ideals of Europe, but many of her best leaders and ele- 
ments of population. In this period of successful col- 
onization the first group is the Southern Colonies. In 
the typical Southern colony, Virginia, after painful ex- 
periments and threatening extinction under the old 
adventurous ideas of the earlier period, the more sane 
and sturdy Englishmen of the seventeenth century de- 
velop permanent homes and population, and a consti- 
tutional government. 

Into the Puritan exodus to New England, our next 
group, enter some of the best elements in England, not 
merely a devotion to religious principle, but a sound 
and far-sighted statecraft which bases successful and 
populous colonies and federation on self-government 
and economic self-sufficiency. The history of New 
England is the history of the American nation in 
miniature. It is almost a biological study of the devel- 
opment of American institutions, for the original 
records are still preserved, and some of them are in 
print and accessible and adapted to the interest and 
powers of a high school pupil. In the story told by 
the founders themselves he almost sees before his eyes 
the growth of local self-government, expansion, repre- 
sentative institutions, written constitutions, indepen- 
dence, federation, public schools. 

The next group, the Middle Colonies, are the link 
between New England and the South, politically and 
economically, as well as geographically. New York 
and Pennsylvania are the typical colonies, and emphasis 



274 American History 

of these two gives a clear-cut picture, and relieves of 
unimportant details by treating with these two the 
smaller and less formative colonies. In the failure of 
the Dutch feudal aristocrats and servants dependent 
on a far-removed commercial company and its agents, 
and in the success of the more self-governing English 
communities, are seen again steps which have made 
America what it is. The noble *' Quaker Experiment 
in Government," like the Puritan state, shows the 
successful transplanting of ideals across the Atlantic, 
but with a larger measure of tolerance and gentleness, 
two generations later, and under less difficult circum- 
stances. 

The fifth period, the colonies in the eighteenth cen- 
tury to 1760 (or between the revolutions of 1689 and 
1776), demands more time and thought than is ordi- 
narily given it, to bring out the significance of ** this 
forgotten half-century," and show that *'the colonies 
were not dormant, but were growing in strength and 
vigor and a capacity for self-government." A study 
of the political and economic development, rather than 
a cataloguing of the quarrels with governors, brings out 
the significance of the growth of those ''principles of 
government and of a social and economic system " 
for which the colonists stood so successfully in 1765 and 
1776. The period takes on dramatic interest and brings 
out the significant contrast in the results of two systems 
of colonization, as the self-governing, self-supporting 
communities of English homes and commonwealths 
come into conflict with the scattered camp-fires and 
trading posts of French and Indian, hampered and 



Introduction 275 

made dependent by French absolutism. The period 
takes on further significance as it is seen to be a part 
of the struggle for mastery of North America, between 
England and France, and at last of the world-wide 
struggle of the Seven Years' War. The significance 
of the struggle has been suggestively treated in Seeley's 
" Expansion of England " ; and parts of the masterly 
narrative of Parkman can hardly fail to stimulate inter- 
est and an appreciation of good historical literature in 
even the pupil who usually cares little for history. 

Having followed the separate development of the 
three groups of colonies to the close of the French and 
Indian War, it is necessary to pause before the Revolu- 
tion and ** make a cross section," so as to observe, not 
merely growth, but also condition at one point of time. 
The contrasts in social and economic conditions and 
methods of government show the results of the varying 
environment and historical conditions previously studied, 
the diversity so important in the later development of 
the nation, and make a stimulating field for the exer- 
cise of powers of comparison and judgment. 

The sixth period shows the winning of independence 
and the development of union under pressure from 
without. The common institutions developed in all 
the colonies, and the fundamental differences between 
colonies and England in 1760, explain the inevitableness 
of revolution when George III tries to set the clock 
back, and with his subservient ministry to impose a 
vexatious control that violated the best things for 
which the best English blood on both sides of the 
ocean had stood. The Revolution is a contest between 



276 American History 

two conceptions of government and life, each with its 
brighter and darker side, and the study of the struggle 
from a genuinely historical point of view leaves the 
pupil with a broader, sounder patriotism. The details 
of military campaigns are passed over rapidly to leave 
him time to appreciate the justification of the object of 
the Revolution, and the obligation of the future citizen 
of service to the country won by such skill and devotion. 

But the Revolution had brought independence, not 
unity. As soon as the pressure from without is re- 
moved, the obstacles to union become apparent, while 
foreign nations eagerly await the speedy disruption of 
the country. The "Critical Period" from Yorktown 
to the inauguration of Washington shows the balance 
trembling between one nation and thirteen. It is a 
period when civil government and history go hand in 
hand, and the former takes an increased interest as its 
growth makes it seem a thing of life, and the Constitu- 
tion not a mere document but the embodiment of the 
best the English-speaking race had stood for. 

The carrying into execution of the ideas of the Con- 
stitution, the translation of words into acts, is the work 
of the Federalist party during its twelve years' su- 
premacy ( 1 789-1 801). It is the period, also, of the 
establishment of a general foreign policy and of the 
organization of two great poHtical parties. With 
the general lines of the country's future policy marked 
out, the Federalists go down to defeat in the *' Revolu- 
tion of 1800," and the advent of Jefferson marks a new 
period in American history. Enormous expansion, the 
gradual adoption by the Republicans of broad construe- 



Introduction 277 

tion in spite of their theories, and the struggle for 
neutral rights mark this important period. 

The end of the War of 18 12 and the fall of Napoleon 
bring domestic questions into prominence, and the period 
from 18 1 7 to 1829 is one of reorganization after the 
disturbed conditions of the previous ten years. Its 
key-note is the development of the West with its social 
and economic results, its thrusting into prominence of 
the slavery question, and its great political triumph in 
the election of Andrew Jackson. 

From 1829 to 1844 National Democracy is in the 
saddle, and exhibits its power and abounding life as 
well as its incompetency and folly in questions of 
administration which demand training and insight. 
The country is already marked off into two sections, 
one half free, the other half slave; the early method 
of compromise has been carried on, but the South is 
being outstripped by the expansion of free labor, and 
is angered by the antislavery agitators of the North. 

The next period, 1844- 1859, marks the desperate 
attempt of the South to gain new territory for slavery, 
first by an unjustifiable war with Mexico, and then by 
breaking down the policy of compromise which had 
obtained for thirty years. It is a period of rapid devel- 
opment, that stirs the blood till one is prepared for the 
crisis when the strongest feelings of the two sections are 
at white heat. The growing opposition to the further 
extension of slavery has taken practical form in the 
Republican party, and the triumph of Lincoln over the 
broken ranks of the Democracy marks the climax of 
this dramatic period. 



278 American History 

It is no longer a question of slavery in the territories, 
but of the Union ; and the principles of free labor, diversi- 
fied industries, development, and nationality triumph over 
slavery, narrow economic life, and sectionalism. The 
pupil will not remember military detail, but he can be 
led to understand the general strategy of the war, and 
will admire the heroic sacrifices of both sides in the field 
and in the home, since both are his fellow-countrymen. 

All wars are disturbers of existing conditions ; and 
this is particularly true of a civil war over a funda- 
mental constitutional and economic question. The 
period since 1865 has been almost entirely concerned 
with the solution of the problems growing out of the 
civil war : The restoration of the Southern states to 
their proper place in the Union, the reestablishment of 
a sound financial system, the adjustment of business to 
the conditions of peace, the future of the negro, and the 
economic reorganization of the South are some of the 
questions that have pressed for solution. 

If the plain facts have told their own stirring story, 
the pupil has learned something of his national govern- 
ment and how it has come to be. Its future is in his own 
hands. 



Small School Library 279 



SMALL SCHOOL LIBRARY COSTING ABOUT 
TWENTY-FIVE DOLLARS 

Epoch Series, 3 vols. Longmans, $1.25 per vol. : 

Thwaites, R. G., The Colonies, 1492-1750, revised edition. 

Hart, A. B., Formation of the Union, 1750-1829, revised edition. 

Wilson, W., Division and Reunion, 1 829-1 889. 
American Statesmen Series, J. T. Morse, Jr., editor. Houghton & 
Mifflin, $1.25 per vol. 

Lodge, H. C, George Washington, 2 vols. 

, Daniel Webster. 

Morse, Jr., J. T., Abraham Lincoln, 2 vols. 

ScHURZ, Carl, Henry Clay, 2 vols. 
Source Material. 

Channing, E., and Hart, A. B., American History Leaflets. 
Lovell, ;^;^ numbers, 10 cents each. 

Franklin, Benjamin, Autobiography. (Riverside Literature 
Series.) Houghton & Mifflin, 40 cents. 

Hart, A. B., American History told by Contemporaries, 4 vols. 
Macmillan, $7. 

Or, less expensive but not so adequate — 

Hart, A. B., A Source Book of American History. Macmillan, 
60 cents. 
Works on Special Periods. 

Brown, W. G., Andrew Jackson. (Riverside Biographical Series, 
school edition.) Houghton & ]V|ifflin, 50 cents.^ 

FiSKE, John, Beginnings of New England. Houghton & Mif- 
flin, $2. 

, Critical Period of American History, 1 783-1 789. Hough- 
ton & Mifflin, $2. 
-, War for Independence. Houghton & Mifflin, 75 cents. 



Lecky, W. E. H., The American Revolution, edited by J. A. 
Woodburn. Appleton, $1.25. 



280 American History 

Lodge, H. C, A Short History of the EngHsh Colonies in Amer- 
ica. Harper, $3. 

Parkman, Francis, Struggle for a Continent. Selections from 
Parkman, edited by Pelham Edgar. Little, Brown, $1.50. 

(9r, Parkman, Francis, Pioneers of France. Little, Brown, $1.50. 
Civil Government. 

Bryce, James, The American Commonwealth, abridged edition. 
Macmillan, $1.75. 

Hart, A. B., Actual Government as applied under American 
Conditions. Longmans, $2. 

Hinsdale, B. A., The American Government, revised edition. 
Werner, $1.25. 

Or, Fiske, John, Civil Government in the United States. 
Houghton & Mifflin, $1. 
For the Teacher's Desk. 

Channing, E., and Hart, A. B., Guide to the Study of Ameri- 
can History. Ginn & Co., $2. 
History of the State and Town in which the School is located. 



Large School Library 281 



SELECT LIST OF BOOKS REFERRED TO 
IN THIS OUTLINE AND ADAPTED FOR 
A TOWN OR LARGE SCHOOL LIBRARY. 

{For the best available critical estimates of these books, consult Lamed, Liter- 
ature of American History, a book invaluable for a good public library. For 
estimates of books issued since the publication of Lamed, consult the book reviews 
in the American Historical Review. See below.) 

Adams, Jr., C. F., Charles Francis Adams. 1903.1 

, Lee at Appomatox, and Other Papers. Boston, Houghton & 

Mifflin, 1902, $1.50. 

Adams, Henry, History of the United States of America (during 
the administrations of Jefferson and Madison), 9 vols. N.Y., 
Scribner, 1889-1891, $18. 

, John Randolph. 1882, $1.25.1 

American Historical Review. N.Y., Macmillan. Quarterly, $4 
a year. $3 to members of the American Historical Association. 
{See p. 35 of this syllabus.) 

American History Leaflets : Colonial and Constitutional, edited 
by A. B. Hart and E. Channing. N.Y., Lovell, 1892-^ 10 cents 
each. 33 numbers so far published. 

American Orations. See under Johnston. 

Bancroft, George, History of the United States (to 1789), 
author's last revision, 6 vols. N.Y., Appleton, 1883-1885, $15. 

Battles and Leaders of the Civil War : Contributions by 
Union and Confederate Officers, edited by R. U. Johnson and 
C. C. Buel, 4 vols. N.Y., Century Co., c. 1887-1889, $15. 

Blaine, J. G., Twenty Years of Congress, from Lincoln to Garfield, 
2 vols. N.Y., Funk, $7.50. 

Bourne, E. G., Spain in America.^ 

Bradford, William, History of Plimoth Plantation. Boston, pub- 
lished by the State of Massachusetts, 1898, $1. 

Brigham, a. p., Geographic Influences in American History. Bos- 
ton, Ginn, 1903, $1.25. 



282 American History 

Brown, W. G., Andrew Jackson. (Riverside Biographical Series.) 
Boston, Houghton & Mifflin, 1900, 50 cents. 

, Lower South in American History. N.Y., Macmillan, 1902, 

$1.50 net. 

Bruce, P. A., Economic History of Virginia in the Seventeenth 
Century, 2 vols. N. Y., Macmillan, 1896, $6. 

Bryant, Wm. C, and Gay, S. H., Popular History of the United 
States, 4 vols. N.Y., Scribner, 1878-1881. Enlarged edition, 
Scribner's Popular History, 5 vols. N.Y., 1896, $20. 

Bryce, James, The American Commonwealth, 2 vols. N.Y., Mac- 
millan, 1888; 3d edition revised, with additional chapters, 1893- 

1895^ ^4-. 

, Same, abridged for colleges and high schools. N.Y., Mac- 
millan, 1896, $1.75. 

Burgess, J. W., Middle Period, 1817-1858. 1897, $1.75.^ 

, Civil War and the Constitution, 1859-1865, 2 vols. 1901, 

$2 net. 2 

, Reconstruction and the Constitution, 1 866-1 876. 1902, $1 net.^ 

Cambridge Modern History. Planned by the late Lord Acton, 
edited by A. W. Ward, G. W. Prothero, S. Leathes. Vol. VII, 
The United States. N.Y., Macmillan, 1903, $4. 

Campaigns of the Civil War, 13 vols. N.Y., Scribner, 1881- 
1890, $1 per vol. 

Channing, Edward, Students' History of the United States. N.Y., 
Macmillan, 1898; revised edition, 1904, $1.40 net. 

, United States of America, 1 765-1 865 (Cambridge Historical 

Series). N.Y., Macmillan, 1896, $1.50. 

Channing, E., and Hart, A. B., Guide to the Study of American 
History. Boston, Ginn, 1896, $2. 

Cheyney, E. p., The European Background of American History.* 

Dewey, D. R., Financial History of the United States. N.Y., Long- 
mans, 1903, $2. 

Dodge, Col. T. A., Bird's-eye View of Our Civil War. Boston, 
Houghton & Mifflin, 1883 ; 2d edition. 1897, $1. 

Doyle, J. A., English Colonies in America, 3 vols. Vol. I, Vir- 
ginia, Maryland, and the Carolinas. Vol. II, The Puritan Col- 
onies, 2 vols. N.Y., Holt, 1882, 1887 (also Longmans), $10.50. 



Large School Library 283 

Dunning, Wm. A., Essays on the Civil War and Reconstruction. 
N.Y., Macmillan, 1898, $2. 

Eggleston, E., Beginners of a Nation. N.Y., Appleton, 1896, 
$1.50. 

Farrand, Max, The Basis of American History.^ 

Fisher, G. P., Colonial Era. 1892, $1.25.- 

FiSKE, John, Civil Government in the United States, considered 
with some reference to its origins. Boston, Houghton & Mif- 
flin, 1890, $1, net. 

, Historical Writings (arranged in chronological order. Boston, 

• Houghton & Mifflin) : 
Discovery of America, with some account of ancient America 

and the Spanish conquest, 2 vols. 1892, $4. 
Old Virginia and Her Neighbors, 2 vols. 1897, $4. 
Beginnings of New England, or the Puritan Theocracy in its 

Relations to Civil and Religious Liberty. 1889, $2. 
Dutch and Quaker Colonies in America, 2 vols. 1899, $4. 
New France and New England. 1902, $1.65 net. 
American Revolution, 2 vols. 1891, $4. 
War of Independence (Riverside School Library). 1889, 

75 cents. 
Critical Period of American History, 1783-1789. 1888, $2. 
Mississippi Valley in the Civil War. 1900, $2. 

Franklin, Benjamin, Autobiography (Riverside Literature Series). 
Boston, Houghton & Mifflin, 1886, 40 cents. 

Frothingham, Richard, Rise of the Republic of the United States. 
Boston, Little, Brown, 1872, $3.50. 

Garrison, W. P. and F. J., William Lloyd Garrison, 1805-1879: 
the Story of his Life told by his Children, 4 vols. N.Y., Cen- 
tury, 1 885-1 889. Boston, Houghton & Mifflin, 1894, $8. 

Gay, S. H., James Madison. 1884.^ 

Gilman, D. C, James Monroe. 1883.^ 

Grant, U. S., Personal Memoirs, 2 vols. N.Y., Webster, 1885- 
1886; Century Co., 1895, $5. 

Hart, A. B., Actual Government as appHed under American Con- 
ditions. N.Y., Longmans, 1903, $2. 

, American History told by Contemporaries, 4 vols. N.Y., 

Macmillan, 1 897-1 901, $7. 



284 American History 

Hart, A. B., Epoch Maps illustrating American History. rN.Y., 

Longmans, 1893, 50 cents. 
, Formation of the Union, 1 750-1 829. 1892; revised edition, 

1897.3 
— — , Practical Essays on American Government. N. Y., Longmans, 

1893, $1.50. 

, Salmon Portland Chase. 1899.1 

, Source Book of American History, edited for schools and 

readers. N.Y., Macmillan, 1899, 60 cents. 
HiGGiNSON, T. W., Young Folks' Book of American Explorers. 

N.Y., Longmans, $1.20. 
, Larger History of the United States, to the Close of Jackson's 

Administration. N.Y., Harper, 1886, $2. New ed. in prepara- 
tion. 
Hill, Mabel, Liberty Documents, edited with introduction by A. 

B. Hart. N.Y., Longmans, 1901, $2. 
Hinsdale, B. A., American Government, National and State. 1893 ; 

revised edition, Chicago, Werner, 1895, $1.25. 

, The Old Northwest. Rev. ed., N.Y., Silver, 1899, $2.50. 

HoLST, H. E. VON, Constitutional and Political History of the 

United States, translated by J. J. Lalor and others, 8 vols. 

Chicago, Callaghan, 1877-1892; new edition, 1899, $12 ne* 

, John C. Calhoun. 1882, $1.25.1 

HosMER, J. K., Samuel Adams. 1885, $1.25.1 

, History of the Louisiana Purchase. N.Y., Appleton, 1902, $1.25. 

Johnston, Alexander, editor^ Representative American Orations 

to illustrate American Political History, 3 vols. N.Y., Putnam, 

1884, $1-25 per vol. 
, Same : American Orations, reedited with notes by J. A. 

Woodburn, 4 vols. N.Y., Putnam, 1896-1897, $1.25 per vol. 
Earned, J. N., History for Ready Reference, from the Best His- 
torians, Biographers, and Specialists : their own Words in a 

Complete System of History, 5 vols. Springfield, Nichols, 

I 894-1 895, $25. 

, Same, revised and enlarged, 6 vols. 1901, $30. 

, editor^ Literature of American History, a Bibliographical 

Guide in which the scope, character, and comparative worth 



Large School Library 285 

of books in selected lists are set forth in brief notes by critics 
of authority. Published for the American Library Associa- 
tion. Boston, Houghton & Mifflin, 1902, $6. Supplement for 
1900-1901, edited by Philip P. Wells. Boston, American Library 
Association Publishing Board, $r. The supplements for 1902- 
1903 are combined with the annotated titles of books on Eng- 
. lish history and are issued in two forms, (i) card, $2, and (2) 
pamphlet, $1. Boston, American Library Association Publish- 
ing Board. 

Lecky, William E. H., The American Revolution, 1 763-1783, 
"being the chapters and passages relating to America from the 
author's History of England in the eighteenth century ; ar- 
ranged and edited with historical and bibliographical notes by 
J. A. Woodburn. N.Y., Appleton (c. 1898), $1.25. 

Lodge, H. C, Alexander Hamilton. 1882.1 

, Daniel Webster. 1883.1 

, George Washington, 2 vols. 1889.1 

, Short History of the English Colonies in America. N.Y., 

Harper, 1881, revised edition, $3. 

LoTHROP, T. K., William H. Seward. 1896.1 

LuMMis, C. F., Spanish Pioneers. Chicago, McClurg, 1893, $1.50. 

McCall, S. W., Thaddeus Stevens. 1899.1 

MacDonald, William, editor, Select Charters and Other Docu- 
ments Illustrative of American History, 1 606-1 775, with notes. 
N.Y., Macmillan, 1899, $2 net. 

, Select Documents Illustrative of the History of the United 

States, 1776-1861, with notes. N.Y., Macmillan, 1898, $2.25. 

, Select Statutes, etc., 1861-1898. N.Y., Macmillan, 1903, 

$2. 

McLaughlin, A. C, History of the American Nation. N.Y., Ap- 
pleton, 1899, $1.40 net. 

, Teaching of American History, with selected references, de- 
signed to accompany the above. N.Y., Appleton, 1899. 

, Lewis Cass. 1 891.1 

Maclay, E. S., History of the United States Navy, 1 775-1901. 
N.Y., Appleton, 1894; revised and enlarged edition, 1898-1901, 
3 vols., $9. 



286 American History 

McMaster, J. B., History of the United States from the Revolution 
to the Civil War, 5 vols, already published, extending to 1830. 
N.Y., Appleton, 1884-1900, $2.50 per vol. (To be 7 vols.) 
Magruder, a. B.j John Marshall. 1885.1 
Markham, C. R., Life of Christopher Columbus. London, Philip, 

1892. 4^". 6d. 
Morse, Jr., J. T., Abraham Lincoln, 2 vols. 1893. 

, Benjamin Franklin. 1889.^ 

, John Adams. 1885. ^ 

, Thomas Jefferson. 1883.1 

Ogg, F. a., The Opening of the Mississippi. N.Y., Macmillan, 

1904. $2. 
Old South Leaflets, Edwin D. Mead, editor. Boston, Directors 
of the Old South Work, Old South Meeting House. 142 num- 
bers published to April, 1904, 5 cents each, $4 per hundred. 
Osgood, H. L., The American Colonies in the Seventeenth Century. 
N.Y., Macmillan, 3 vols. 2 vols, already published, 1904. $5. 
Parkman, Francis, Historical Works, 12 vols. Boston, Little, 

Brown, 1898. Popular edition, $1.50 per vol. 
, New Library edition, illustrated, 12 vols., $2 per vol. The fol- 
lowing is the historical order of the volumes. (The first nine 
volumes form the series called " France and England in North 
America.") 

Pioneers of France in the New World. 

Jesuits in North America. 

La Salle and the Discovery of the Great West. 

The Old Regime in Canada under Louis XIV. 

Count Frontenac and New France under Louis XIV. 

A Half Century of Conflict, 2 vols. 

Montcalm and Wolfe, 2 vols. 

The Conspiracy of Pontiac, 2 vols. 

, (The Oregon Trail does not form a part of the historical series.) 

, Struggle for a Continent, edited from the writings of Park- 
man by Pelham Edgar. Boston, Little, Brown, 1902, $1.50. 
Pellew, Geo., John Jay. 1890.1 

Rhodes, J. F., History of the United States, from the Compromise 
of 1850, 4 vols, so far published (extending to 1864). Vol. V, 



Large School Library 287 

announced. N.Y., Harper, 1893-1899. Macmillan, $2.50 per 
vol. 

Roosevelt, Theodore, Thomas Hart Benton. 1887.1 

, Naval War of 1812. N.Y., Putnam, 1882, $2.50. 

, Winning of the West, 4 vols. N.Y., Putnam, 1889-1896, $10. 

Ropes, John C, Story of the Civil War. N.Y., Putnam, 1894- 
1898. Parti, $1.50. Part H, with maps, $2.50. (Left unfin- 
ished by the author at his death.) 

Roscher, Wm., The Spanish Colonial System. Translation edited 
by E. G. Bourne. N.Y., Holt, 1904, 50 cents. 

Schouler, James, History of the United States of America under 
the Constitution [1783-1865], 6 vols., 1880-1899. Revised edi- 
tion. N.Y., Dodd, 1899, $13.50. 

Schurz, Carl, Henry Clay, 2 vols. 1887.1 

Schwab, J. C, The Confederate States of America, 1861-1865: 
A Financial and Industrial History of the South during the 
Civil War. N.Y., Scribner, 1901, $2.50 net. 

Seeley, J. R., Expansion of England. London, Macmillan, 1883. 
Boston, Roberts; also Little, Brown, $1.75. 

Semple, E. C, American History and its Geographic Conditions. 
Boston, Houghton & Mifflin, 1903, $3 net. 

Sharpless, Isaac, History of Quaker Government in Pennsylvania, 
2 vols., Philadelphia, Leach, 1898-99, $3. Vol. I originally 
published with the title A Quaker Experiment in Government, 
Philadelphia, Ferris, 1898, $1.50. 

Sherman. Gen. Wm. T., Memoirs by Himself, 2 vols. N.Y., Apple- 
ton, 1875. Revised editon with appendix, N.Y., Webster, 1896, 
Appleton, 2 vols., $5. 

Sloane, W. M., The French War and the Revolution. 1893.^ 

Smith, Goldwin, The United States : An Outline of Political His- 
tory, T492-1871. N.Y., Macmillan, 1893, $2. 

Sparks, E. E., Expansion of the American People. Chicago, Scott, 
Foresman, 1900, $2. 

, Men Who Made the Nation, an Outline of United States His- 
tory, 1760-1865. N.Y., Macmillan, 1900, $2. 

Stanwood, Edward, History of the Presidency. Boston, Hough- 
ton & Mifflin, 1898, $2.50. This is an enlarged and rewritten 



288 American History 

edition of the author's History of Presidential Elections (Bos- 
ton, 1884) extended to 1896. 

Steffens, Lincoln, The Shame of the Cities. N.Y., McClure, 
1904, $1.20 net. (Articles reprinted from McClure's Maga- 
zine.) 

Stevens, J. A., Albert Gallatin. 1884.1 

Storey, Moorfield, Charles Sumner. 1900. ^ 

Sumner, W. G., Andrew Jackson. 1882. Revised edition, 1898.1 

Taussig, F. W., Tariff History of the United States. N.Y., Put- 
nam, 1888; 4th edition revised, 1898, $1.25. 

Thwaites, R. G., The Colonies, 1492-1750. N.Y., Longmans, 
1891. Revised edition, 1897, $1.25.^ 

Trevelyan, G. O., American Revolution. N.Y., Longmans, 1899. 
Part I, I vol. Part II, 2 vols. Three volumes published to 
1903 (covering period to about 1777). 

Tyler, L. G., England in America. 1904."* 

Tyler, M. C, Patrick Henry. 1887.1 

Van Tyne, C. H., Loyalists in the American Revolution. N.Y., 
Macmillan, 1902, $1.40. 

Walker, F. A., Making of the Nation, 1783-18 17. 1895, $i.25."2 

Weeden, W. B., Economic and Social History of New England, 
1620-1789, 2 vols. Boston, Houghton & Mifflin, 1890, $4.50. 

Wilson. Henry, History of the Rise and Fall of the Slave Power 
in America, 3 vols. Boston, 1872-1877, Houghton & Mif- 
flin, $9. 

Wilson, Woodrow, Congressional Government. Boston, Hough- 
ton & Mifflin, 1885, $1.25. 

, Division and Reunion, 1 829-1 889. 1893.^ 

, History of the American People, 5 vols. N.Y., Harper, 1902, 

$17.50. (Illustrated.) 

WiNSOR, Justin, Christopher Columbus, and how he received and 
imparted the Spirit of Discovery. Boston, Houghton & Mifflin, 
1891, $4. 

WiNSOR, J., editor^ Narrative and Critical History of America, 8 vols. 
Boston, Houghton & Mifflin, 1 886-1 889, $44 net. 

, Reader's Handbook of the American Revolution, 1 761 -1783. 

Boston, Houghton & Mifflin, 1880, $1.25. 



Large School Library 289 

WiNTHROP, John, History of New England, 1630- 1649, ^o'"" his 
original Mss., with notes by James Savage, 2 vols. Boston, 
1 825-1 826. New edition, 2 vols. Little, Brown, 1853. 

1 American Statesmen Series. Edited by John T. Morse, Jr. Boston, 
Houghton & Mifflin, $1.25 per vol. There is a revised Standard Library edi- 
tion, 1898-1900, 32 vols., with valuable index volume. " The most important 
changes in the new edition are in the volumes on Monroe, Jackson, Cass, 
and Seward" (W. MacDonald, in American Historical Review, July, 1902.) 

2 American History Series. N.Y., Scribner. 

3 Epochs of American History. N.Y., Longmans, $1.25 per vol. 

. 4 The American Nation Series to be in 25 vols. Edited by A. B. Hart. 
N.Y., American Book Co. The 5 vols, cited in this list are those already in 
press, Aug., 1904. 



290 



American History 



aw 



GENERAL SURVEY OF THE FIELD 
AMERICAN HISTORY, 1492-1904 



in 
c X 

gw 





I. 


I. 


Land and resources. 


2 




Discovery 




Discovery of America. 


2 


7 


and Exploration 


3- 


Exploration and early settlement 






before 1607. 


I 
4- 


before Jamestown, 1492- 1607. 
Virginia, 1 607-1 760, a typical 


3 




II. 




Southern colony. 


3 




Southern 


5- 


Maryland, a typical proprietary 




5 


Colonies, 




colony. 


I 




I 607- I 760. 


6. 


Carolinas and Georgia, the 








. 


Southern frontier colonies. 


I 






' 7. 


Beginnings of colonization of 
New England. 


2 


10 


III. 

New England, 
1620-1760. 


8. 
9- 


Early Massachusetts, a typical 
New England colony, 1629- 
1650. 

New England, 1636- 1760, typical 
development of American In- 


2 








stitutions. 


6 




IV. 

Middle Colonies, n 
I 609- I 7 60 


' 10. 


Dutch and English in New York. 


2 


5 


II. 


Pennsylvania, "A Quaker Experi- 
ment in Government"; New 
Jersey and Delaware. 


3 



Genera] Survey of the Field 291 






10 



GENERAL SURVEY OF THE FIELD — Continued 
AMERICAN HISTORY, 1492-1904 



V. 

Colonies 
in the 
Eighteenth 
Century, to 1760. 



(12. 
13- 

14. 



VI. 

Union and ! ■'' 

Independence, 1 

^ o I 10. 

1760-1783. [ 

VII. r 

I 

Critical Period, \ 17. 
1783-1789. [ 

VIII. r 

Federalist 

Supremacy, 

1789-1801. 

IX. 

Jeffersonian 

Republicans, 

1801-1817. 



18. 
19. 
20. 

21. 



'>2 
I 

123- 

(24. 
25. 



X. 26. 

Reorganization, <j 
1817-1829. 27. 



Political and economic develop- 
ment, 1 700-1 750. 

Struggle between France and 
England for North America, 
1 689- 1 763. 

The colonies in 1760; political, 
social, and economic condi- 
tions ; comparisons 

Causes of the Revolution, 1760- 

1774. 
The Revolution, 1 775-1783. 

Confederation and Constitution. 



Organization of the government. 
Foreign relations, 1 793-1 800. 
Fall of the Federalists. 

Domestic policy of the Republi- 
cans. 

Expansion. 

Struggle for neutral rights. 

Economic reorganization. 

Westward migration and internal 
improvements. 

Slavery and the Missouri Com- 
promise. 

Monroe Doctrine and Panama 
Congress. 

Political reorganization and 
triumph of Jackson. 



?5w 



C o 



292 



American History 



11 GENERAL SURVEY OF THE ¥IY.I.T> — Continued ° ^" 



4-> 0) 

S M 






AMERICAN HISTORY, 1492-1904 



Pi!?; 





XI. 


29. 

30- 


Nullification in South Carolina. 


2 




National 


Overthrow of the United States 




6 


Democracy, 




Bank ; financial questions. 


2 




1 829- 1 844. 


,31- 


Antislavery agitation, 1 831-1838. 


2 




XII. 


^32. 


Annexation of Texas, and the 






Slavery in the 


Mexican War. 


2 


9 


Territories, 


33- 


Struggle over slavery in the ter- 






1 844-1 860. 


. 


ritories. 


7 


8 


XIII. 
Secession and 
Civil War, 
I 860-1 865. 


'34. 


Secession of the Southern 

States. 
The Civil War, 1 861 -1865. 




8 






r36. 


Reconstruction, the New South, 
and the race problem. 


3 






2,7' 


Political problems : civil service, 






XIV. 




foreign relations, municipal 






Problems of 




government. 


2 


9 


Peace, 


38. 


Economic problems : currency, 




1865-1904. 




tariff, trusts, labor, transporta- 










tion. 


3 






39- 


Summary and Review of Ameri- 








^ 


can History. 


I 



Outline of American History 293 



OUTLINE OF AMERICAN HISTORY 

I. Discovery and Explorations before 1607. 

I. The Land and its Resources. 

a. Physical features. 

b. Efifect of this environment. 

c. AvailabiHty of land of United States for building a 

nation. 
References : 

Brief Accounts : Fisher, Colonial Era, 1-4. 

Thwaites, Colonies, 2-7. 

Doyle, English Colonies in America, I ('• Virginia/' 
etc.), 5-8. 

Channing, U.S.A., 1765-1865, 5-8. 

Longer Accounts : Channing, Students' History of the 
United States, 1-18. Farrand, Basis of Amer. History. 

Bryce, American Commonwealth, abridged edition, 
Ch. 58. Brigham, Geographic Influences in American 
History. 

Article by Shaler in Winsor, America, IV, i-xxx. 

Whitney, article "The United States," in Encyclopaedia 
Britannica, 9th edition ; also Whitney, United States. 
Semple, Am. Hist, and its Geographic Conditions. 
Maps : 

In text-books, e.g.: Channing, Students' History. 
Johnston, High School History. McLaughlin, History 
of the American Nation . Fisher, Colonial Era. Thwaites, 
Colonies (also same map in Hart, Epoch Maps). Frye, 
Geography, relief maps, 32, 34, 35. U. S. Geological 
Survey map. 
Map Work: 

Indicate on outline map the most important physical 
features. 
Remark : 

At the beginning of this course the pupil is cautioned 
that he is not expected to read all the references given. 



294 American History 



They are given to afford some choice, so that a pupil 
may use the reference or references that are most 
interesting and useful ; also in order that on any special 
topic he may find as much as possible, if he desires to 
look it up, or has it especially assigned to him. 
2. Discovery of America. 

How and why it came then. Results and their impor- 
tance. 

a. Why the Norse discoveries were in no sense a true dis- 

covery of America. Fiske, Discovery of America, I, 
253-260. 

b. European conditions at close of 15th century leading to 

discovery. Fiske, Discovery of America, I, Ch. iii, 
especially pp. 272-294. 

c. Columbus : his early career and how it trained him for 

discovery ; ideas, attempts. Pick out facts from 
Irving, Columbus ; or Fiske, Discovery of America, 
or Higginson. 

d. The discovery. Hart, Contemporaries, I, Nos. 17 and 

19, interesting extracts from Columbus's own ac- 
counts ; Old South Leaflets, No. 29, from the life 
of Columbus by his son. 

e. Columbus's character and place in history. Compare 

accounts in Fiske, Discovery, and Winsor, Columbus ; 
or use Irving, Columbus. 
f. Conclusion : the importance of the discovery ; its effect 
on commerce, colonies, wars, diplomacy, industrial 
life. Interesting suggestions in Seeley, Expansion 
of England, Chs. v, vi. 
Additional Topic : 

The naming of America. Winsor, America. Fiske, 
Discovery of America. Bourne, Spain in America, Ch. vii. 
Refer e7ices : 

Brief Accounts : Fisher, Colonial Era, Ch. iii. 
Higginson, Larger History, Ch. iii. 
Longer Accounts : Fiske, Discovery of America(brilliant 
and interesting ; read especially in Chs. iii and v of Vol. I). 



Outline of American History 295 

Cheyney, European Background of Amer. Hist., i-v. 
Higginson, Explorers. Thacher, Columbus. 
Irving, Columbus. Markham, Columbus. 
Bryant and Gay, Popular History, I, 92-100. 
Winsor in his America, II, 1-23; and his Columbus 
(very critical). Bourne, Spain in America, Chs. i-iv, vii. 
Stimulating picture in LowelPs poem, Columbus. 
Sources : Interesting material in Hart, Contempora- 
ries, I, Nos. 17 and 19. 

American History Leaflets, No. i. 
Old South Leaflets, Nos. 29 and 33. 
Special Map Work : 

On an outline map, trace Columbus's first voyage, 
indicating dates v^^hen points were reached. 
Explorations and Early Settlements, before James- 
town, I 492- I 607. 
a. Spanish : objects ; regions ; reasons for failure. 
d. French : objects ; regions ; reasons for failure. 
c. English : objects ; regions ; reasons for failure. 
Additional Topics : 

A. Character of Spanish rule. Read Fiske, Discovery 
of America, I, 554-567 ; or Thwaites, Colonies, 42-43, 
47-48; or Doyle, English Colonies (''Virginia"), I, 76- 
82. Favorable, Lummis, Spanish Pioneers. 

B. The contest between the Huguenot and Spanish 
colonies in Florida. Read the thrilling account in 
Chs. vii-x of Parkman's brilliant Pioneers of France. 
Who eventually reaped the real fruits of the rivalry? 

C. Spanish motives and policy : Columbus's thirst 
for gold. Hart, Contemporaries, I, No. 19. Cortez's 
capture of Montezuma, do., No. 21. Pizarro's conquest 
of Peru (told by his brother), do.. No. 22. Coronado's 
march. Hart, Source Book, No. 3 (or longer accounts in 
American History Leaflets, No. 13, or Old South Leaflets, 
No. 20). Roscher, 2-10. 

D. The Elizabethan Seamen ; their character and 
work. Interesting accounts in either Higginson, Larger 



296 American History 



History, 84-107, or in his " Explorers," or in Fiske, 
Old Virginia, I, 15-33. The interesting story of 
Drake''s voyage around the world, by one of his 
company, is in Hart, Contemporaries, I, No. 30; 
briefer. Hart, Source Book, No. 4. 
E. The Spanish Armada, and Spain's loss of sea 
power. Fiske, Old Virginia, I, 33-40, or Green's Short 
History of England, 417-420, or any good account in an 
English History, e.g. Gardiner, II, 458-464, or Creighton, 
Age of Elizabeth, 1 81-186, or Earned, 322-328. Why is 
this event important in American history? 
General References : 

Brief Accounts : Thwaites, Colonies, Ch. ii. 
Fisher, Colonial Era, Ch. iii. 

Longer Accounts : Higginson, Larger History, Chs. ii-v. 
Bryant and Gay, I, Chs. vii-x. 

Bancroft, History, I, Chs. i-v. Tyler, England in 
America. 

Doyle, English Colonies in America, I ("Virginia"), 
Chs. iv-v, 101-104. Bourne, Spain in America, Chs. 
ix-xv. 

Fiske, Discovery of America (Spanish). 
Parkman, Pioneers of France in the New World. 
Fiske, Old Virginia and Her Neighbors, Ch. i (Eng- 
lish), 1-55. Lummis, Spanish Pioneers. 

Winsor, America, II, Chs. iv, v, vii ; III, Chs. ii. iv; 
IV, Ch. ii. Roscher, Spanish Colonial System. 

Sources: Hart, Contemporaries, I, Chs. iii-v ; espe- 
cially Nos. 19, 21, 22, 30, 31, 33, 36. 
Hart, Source Book, Nos. 3, 4. 
American History Leaflets, No. 13. , 
Old South Leaflets, Nos. 20, 33, 35. 
Map IVork : 

a. (For all.) The regions discovered or explored by 

each nation to be pointed out on map. 

b. (Special.) On outline map of world, represent voy- 

ages of Columbus, Cabots, Vasco da Gama, Magellan, 



Outline of American History 297 

Verrazano, Drake, with dates, and in colors {e.g. 
Spanish, yellow; English, red; French, blue). At- 
lases : Gardner, Eng. Hist. Atlas, No. 25, Putzger, 
Droysen, etc. Frye, Geography, Plate X. Bryce, 
Comprehensive Atlas, No. 76. See also text-books. 

c. On outline map of United States, show in colors (as 

above) the explorations or settlements of Spanish 
(De Leon, Cortes, Pizarro, De Vaca, Coronado, De 
Soto, and at St. Augustine) ; French (Cartier, 
Huguenot colonies, Acadia) ; English (Raleigh col- 
onies). Atlases as above. 

d. Map of world showing Spanish possessions after seiz- 

ure of Portugal (1580), Coman and Kendall, Eng- 
lish History, 258. 
II. Southern Colonies, 1607-1760. 

4. Virginia, a Typical Southern Colony. 

a. New motives and methods of colonization in 17th cen- 

tury ; very brief in Thwaites, Colonies, 65-66, or 
Fisher, Colonial Era, 31-32. Fuller and more sug- 
gestive accounts in McLaughlin, American Nation, 
33-36, or Doyle, English Colonies, I ("Virginia"), 
101-104, 108-109. 

b. Reasons for early failures in Virginia, 1607- 16 19. 

Sources : Hart, Contemporaries, I, No. 61 (cTiaracter 
colonists). Smith's " Rude Answer," quoted in Fiske, 
Old Virginia, I, 125-128 (Smith's works, ed. Arber, 
442-445). Smith's "True Relation," American His- 
tory Leaflets, No. 27 (especially 4-60). 

Brief Account: Fisher, Colonies, 32-42. 

Longer Accounts : Eggleston, Beginners of a Nation, 
in Ch. i-iii (especially 27 and following, 59 and follow- 
ing, 74-84 — a charming book). Fiske's interesting Old 
Virginia and Her Neighbors, I, iii-v (especially 120- 
128, 142, 146, 149-160, 166, etc.). Doyle, Colonies, I, 
109-156. Tyler, England in America, Ch. iv. 

c. Reasons for greater success, 161 9-1 624, under leader- 

ship of Sandys and Southampton, and party opposed 



298 American History 

to absolutism. Good account in Eggleston, Begin- 
ners of a Nation, Ch. ii (especially 53-59, 86-89). 
Fiske, Old Virginia, I, 184-190 ; II, 243-246. Doyle, 
English Colonies, I ("Virginia''), 156-162, 167. 
Winsor, America, III, 142-145, Gay, Bryant's Popu- 
lar History, I, 305-307. Tyler, Ch. v. 
Sources : Hart, Contemporaries, Vol. I, No. 65 (As- 
sembly, 1 61 9). MacDonald, Charters, No. 6 (Ordi- 
nance of 1 621) ; same in Preston, Documents, 32. 

d. Labor question : early troubles ; indented white ser- 
vants and negro slaves. Eggleston, Beginners, in 
Chs. ii-iii. Fiske, Old Virginia, II, 176-203. 

Sources : Hart, Contemporaries, in Nos. 70. 86, 87 
(especially 239-240, 301, 303-304). Source Book, No. 
35, (For most detailed information, consult Bruce, 
Economic History of Virginia in 17th Century, in Chs. 
iv and ix, or use index.) 

e. Development of representative government and spirit 
of independence, after annulling of charter, 1624. 

(i) Self-government during Puritan supremacy in 

England. 

Sources : Hart, Contemporaries, No. 69 (articles 
agreed on). Read also Doyle, English Colonies, I 
i^\ Virginia "), 223. 

(2) Bacon's Rebellion, causes, changes proposed, 
results. Fiske, Old Virginia, II, 95-107 (shows sig- 
nificance). Full account in Doyle, Colonies, I 
("Virginia"), ix (especially 247-253). 

Source : Hart, Contemporaries, I, No. 71 (hostile 
to Bacon). 

(3) Quarrels between assemblies and governors ; 
the subjects, the significance. Thwaites, Colonies, 
75, 271-273. Lodge, Colonies, in Ch. i {e.g. 15, 19-20, 
25-30, etc.). 

f. Pictures of Virginia : 

(i) In 1624; Fiske, Old Virginia, I, Ch. vii, espe- 
cially 223-231, 246-250. 



Outline of American History 299 

(2) In 1649; Fiske, Old Virginia, II, 1-5; compare 
Hart, Source Book, No. 34. 

(3) In 167 1 ; Governor Berkeley's official report in 
Hart, Contemporaries, I, No. 70. 

g. For all pupils. Government of Virginia, a typical royal 
colony. Fiske, Civil Government, S7~^7-^ I45> 146, 
155 (or equivalent). Fiske, Old Virginia. II, 36-44 
(a reprint, with a few verbal changes, of his Civil 
Government, 60-67). Fuller details can be found in 
Fiske, Old Virginia, I, 185-188, 226-228, 243-250 
(Assembly); 237-243 (relation to crown). Lodge, 
Colonies, 44-50, 58, 59. 
Map Work: 

a. Physical features. 

b. Counties, with dates, illustrating westward movement. 

(Fiske, Virginia, II, frontispiece.) 
Additional Topics: ' 

A. John Smith as adventurer, governor, and histo- 
rian. Read his "-True Relation," American History 
Leaflets, No. 27. On his credibility, Winsor, America, 
III, 161, and note 4; or Charles Dean, Introduction to 
ed. '' True Relation " ; or Eggleston, Beginners, 61-63 ; 
unfavorable. Fiske, Old Virginia, I, 102-112; or in 
Atlantic Monthly, 1891 ; favorable. 

B. Education, including William and Mary College. 
Governor Berkeley's ideas. Hart, Contemporaries, I, 241. 
Fiske, Old Virginia, I, 231-236 ; II, 1 16-130 (Rules, etc., 
124-127). 

C. Political and economic effects of cultivation of 
tobacco. Fiske, Old Virginia, I, 176, 231, 242, 243; II, 
III, 174, 176, 210; or consult index to Doyle, Virginia 
(especially see 192, 193), or to Bruce, Economic History 
of Virginia in 17th Century. 

D. "The Coming of the Cavaliers." Fiske, Old 
Virginia, II, x, especially 6-29. 

E. "Westward Growth of Old Virginia," and settle- 
ment of the Shenandoah Valley. Fiske, Old Virginia, 
II, 383-400, and consult map opposite title page. 



300 American History 



F. Virginia life in i8th Century. Lodge, Colonies, 
Ch. ii ; or Fiske, Old Virginia, II, xiv. 
Maryland. 

a. {Vox all.) Government of Maryland, a typical proprie- 

tary colony. Fiske, Civil Government, 150, 151 ; or 
equivalent, e.g. Winsor, America, III, 520-522; or 
Fiske, Old Virginia, I, 269, 270 ; or Lodge, Colonies, 
113, 114. 

The following may be used for additional informa- 
tion or special reports as desired : 

Sources: MacDonald, Charters, No. 13 (Balti- 
more's charter). Accounts of how the provisions of 
charter were carried out, in Fiske, Old Virginia, I, 
281-285, or in Lodge, Colonies, 114-116. 

b. Development of representative government in Maryland. 

Brief Accounts : Fiske, Old Virginia, I, 283-285 ; 
alternate references, Thwaites, Colonies, 83, 84, or 
Fisher, Colonies, 67-68. 

Longer Account : Doyle, "Virginia,''' 285, 286-291. 
(Compare with establishment of representation in 
Virginia.) 

c. Religious toleration in Maryland. 

(i) Provision of charter and desire of Lord Balti- 
more. Read Fisher, Colonies, 64-65 ; or Fiske, Old 
Virginia, I, 270-272 (or more full and interesting ac- 
count in Eggleston, Beginners, 234-241), and 247-248 
in Hart, Contemporaries, Vol. I. 

(2) The Toleration Act of 1649. Read the act in 
Hart, Contemporaries, I, No. 84, and notice in what 
ways it did not give complete toleration. (See com- 
ments in Doyle, " Virginia,'" 305 ; or Eggleston, 
Beginners, 256-257). Fiske, Old Virginia, I, 309- 
311, quotes pertinent sections and comments on 
them. 

(3) What is said about religion and religious free- 
dom in the Constitution of the LTnited States, and 
in the constitution of your own state? Compare 



Outline of American History 301 

with the provisions of the " Toleration Act " 
of 1649. (Constitution of the United States is 
in many text-books on History or Civil Govern- 
ment; in American History Leaflets, No. 8; Old 
South Leaflets, No. i ; MacDonald Documents, 
No. 5, etc.) 

d. " Some characteristics of Maryland." 

Very brief in Fisher, Colonial Era, 74-75 ; better in 
Fiske, Old Virginia, II, 267-269. Comparison with 
Virginia, Lodge, Colonies, Ch. iv, especially 112, 115, 
117, 125, 131. 

Source : Hart, Contemporaries, I, No. 76, " A 
Character of the Province of Maryland, 1666," enter- 
taining, though overdrawn. 
Carolinas and Georgia, the Southern Frontier 

Colonies. 

a. Independent spirit in the Carolinas. Fiske, Old Vir- 
ginia, II, 283, 286-287, 292, 294, 297, 307-308; or 
the less complete account in Fisher, Colonial Era, 
79, 81, 294, 295, 298-299; or Lodge, Colonies, Chs. 
V, vii. 

d. The frontier life of North Carolina. Fiske, Old Vir- 
ginia, etc., II, 270-271, 309-322, 332-333 ; or in Lodge, 
Colonies, Ch. vi. How did North Carolina differ from 
Virginia in its life and the character of its settlers? 

c. Life in South Carolina. Fiske, Old Virginia, II, 308- 

309, 322-333; or in Lodge, Colonies, Ch. viii. How 
did South Carolina diff"er from Virginia in its life and 
the character of its settlers? how from North Carolina 
in these respects? 

d. Georgia : its twofold object ; its services ; its character- 

istics. Fiske, Old Virginia, II, 333-336; or Lodge, 
Colonies, in Chs. ix and x, especially pp. 189, 191- 
194, 203-204. 
Additional Topic: 

A. Puritans in the Southern Colonies. Fiske, Old 
Virginia, etc., II, 336-337; in Virginia, I, 301-302; II, 



302 American History 



17 ; in Maryland, I, 31 1-318 ; II, 150 ; in South Carolina, 
II, 322-323. 
General References : 

Brief Accounts : Thwaites, Colonies, 89-95 5 o^ Fisher, 
Colonial Era, Chs. vi, xix, xx. 

Longer Accounts : Fiske, Old Virginia and her Neigh- 
bors, Ch. XV. Lodge, Colonies, Chs. v, vi, vii, viii, ix. 
^- Bryant and Gay, II, xii, xv ; III, iv, vi. 

111. New England (1620-1760). 

7,' Beginnings of Colonization of New England. Char- 
acter AND Aims of Puritans, Pilgrims, and Plym- 
outh Colony. 

a. Origin and aims of English Puritans (before 1608) ; 
special ideas of the Separatists. Treatment of the 
Puritans by Elizabeth and James I. How the Sepa- 
ratists around Scrooby became Pilgrims. Why the 
Pilgrims left Holland (selections from Bradford's His- 
tory in American History Leaflets, No. 29, or Hart, 
Contemporaries, I, No. 97). Mayflower Compact. 
Landing and settling at Plymouth. Early govern- 
ment and life. 
References : 

Brief Accounts : Fisher, Colonial Era, 85-99 (clear 
and useful). Thwaites, Colonies, 11 3- 124. 

Longer Accounts : Fiske, Beginnings of New England, 
Ch. ii, gives an interesting discussion of the rise of Puri- 
tanism and the significance of the Pilgrim settlement. 
Eggleston, Beginners of a Nation, 98, and following. 
Doyle, Puritan Colonies, I, ii (especially 13-15 and 
27-74) gives a very careful account. William Bradford, 
for twenty-nine years a governor of the colony, gives a 
charming picture of Pilgrim character and acts in his 
History of "Plimouth Plantation." Interesting extracts 
are given in Hart, Contemporaries, I, Nos. 49 and 97- 
100, and also in American History Leaflets, No. 29. 
An edition of Bradford's History, with facsimiles of 
several pages of his manuscript, a picture of the book, 



Outline of American History 303 

and the story of the return of the manuscript from Eng- 
land to Massachusetts in 1897, was published, and is 
sold by the State of Massachusetts at $1,00. 

[Note. — Alternate references (or additional information if desired) : 
Winsor, America, III, Ch. viii (illustrated) ; Bryant and Gay, I, Chs. xiv, 
XV ; Bancroft, I, 182-214; Bancroft, Part I, Ch. xii. Still further refer- 
ences to special works and "Sources" in Channing and Hart, Guide, 
sections 111-112. See also below. General Refei-eitces, end of section 9.] 

^ Early Massachusetts. 

A typical New England colony, 1 624-1 650. Objects 
(religious, political, economic). Character of government 
and life. 

a. Causes and character of the Puritan exodus to Massa- 

chusetts in 1630. Fisher, Colonial Era, 100-102, 
108-110. Fiske, Beginnings of New England, 97- 
loi, 140-148. Eggleston, Beginners of a Nation, 
191-205. Winthrop's "Conclusions for the Planta- 
tion in New England'' (Old South Leaflets, No. 50). 
(Read at least one.) 

b. Founding of Massachusetts : charter, how obtained, 

provisions ; Cambridge agreement, transfer ; settle- 
ment of Boston and adjoining towns. Charter in Old 
South Leaflets, No. 7, or MacDonald's Charters, No. 
8. Excellent account in either Fiske, New England, 
93-97, 101-104; or Fisher, Colonial Era, 102-103, 
1 08- 1 12; or Eggleston, Beginners of a Nation, 
205-212. 

c. Rise of representative government in Massachusetts, 

1631-1650. Read Hart, Contemporaries, I, No. 107 
(extract from Winthrop). See also Fiske, New 
England, 105-108. Longer in Doyle, Puritan Col- 
onies, L 103-111, 253-256. 

d. The threefold danger, 1 634-1 636. Fiske, New England, 

111-123 (interesting and suggestive). 

e. Local government in Massachusetts, its origin and 

form, town-meeting, and selectmen. Fiske, Civil 



304 American History 



Government, Ch. ii. Doyle, Puritan Colonies, II, 7- 
17, 25. Channing, Town and County Government, 
in Johns Hopkins University Studies, II, No. 10. 
Mass. Hist. Soc. Proceedings, Second Series, VII 
("Genesis of Mass. Towns''). Records of Boston 
Town Meeting, 1729, Hart, Source Book, No. 52. 
Of Providence, 1720-1721, Hart, Contemporaries, II, 
No. 78. (Get and use, if possible, early records of 
your own town.) 
f. Education, morals, and religion in Massachusetts in 
17th century. (May be subdivided into three topics.) 
Doyle, Puritan Colonies, II, 66-cyj. Thwaites, Col- 
onies, in Ch. viii. A quaint picture of the founding 
and early regulations of Harvard College is in Hart, 
Contemporaries, I, No. 137. Church services, in 
Hart, Source Book, No. 29. 
■^ New England, i 636-1 760. 

Typical development of American institutions. 

Expansion (by Expulsion and Emigration). Written Con- 
stitutions. 

a. Founding of Providence and Rhode Island, 1636-1640. 

Fiske, New England, 114-120 (or Fisher, 114-116, 
123-124). Longer, Doyle, Puritan Colonies, I, 113- 
140, 179-190. Roger Williams's account in Hart, 
Contemporaries, I, 115. 

b. Founding of Connecticut. Fiske, New England, 122- 

128. Fisher, Colonial Era, 126-131. Thwaites, Col- 
onies, 140-144. Eggleston, Beginners of a Nation, 
315-326. Describe the provisions of the first popu- 
lar written constitution, " The Fundamental Orders 
of Connecticut," 1 638-1 639, from the text in Hart, 
Contemporaries, I, No. 120, or in MacDonald, Char- 
ters, No. 14, or Old South Leaflets, No. 8. 

c. Foundinof of New Haven : aims of founders, difference 

between their government and that of Connecticut, 
the blue laws. Fiske, New England, 134-137 ; or 



Outline of American History 305 

Fisher, Colonial Era, 129-130 ; or Thvvaites, Colonies, 
144-146. Longer: Doyle, Puritan Colonies, 1, 190- 
200. "True Blue Laws ^' of 1675 ^^ Hart, Contem- 
poraries, I, No. 144. The Fundamental Articles of 
New Haven may be found in MacDonald, Charters, 
No. 16. 
d. The Northern settlements, later, New Hampshire and 
Maine : reasons for settlements ; character ; relations 
to Massachusetts. Thwaites, Colonies, 150-153, 173- 
174. Longer: Doyle, Puritan Colonies, 1,201-219. 
Hart, Contemporaries, I, Nos. 124, 125, are interest- 
ing but somewhat prejudiced accounts of English 
commissioners and travellers. Extract from Win- 
throp, in Hart, Source Book, No. 21. 

Federation. 

<?. The New England Confederation, 1643 • articles, admin- 
istration, services. Read and describe the Articles 
in American History Leaflets, No. 7, or MacDonald, 
Charters, No. 19; also the "Proceedings of the First 
American Federation,'' in Hart, Contemporaries, I, 
No. 1^29. A brief suggestive treatment m Fiske, 
New England, 155-162; or read Thwaites, Colonies, 
154-164. Longer: Bancroft, 1,289-310. Frothing- 
ham, Rise of Republic, Ch. ii. Doyle, Puritan Colo- 
nies, I, 220-319. 

Relation with Subject Races, and with Quakers and 

Witches. 

/. New England treatment of the Indian in 17th century: 
land, trade, missionary work, Pequot war. Fiske, 
New England, 199-210 (very briefly in Thwaites, 
Colonies, 136-137, 170-172). Bancroft, I, 382-386. 

g. The effect of the Indian as neighbor and enemy on the 
colonist. Fiske, New England, 226-229, 236-241 
(Philip's war). An excellent brief but comprehen- 



306 American History 



sive account in Doyle, "Virginia," iii, 10-17. Hig- 
ginson. Larger History, 169-178. (Note power and 
limitation of Indian as fighting man.) 

h. Treatment of Quakers by Massachusetts. Fiske, New 
England, 179-191. Bancroft, I, 312-315. Longer: 
Doyle, Puritan Colonies, II, 98-114. Hallowell,. 
Quaker Invasion of Massachusetts. 

i. Witchcraft delusion. Thwaites, Colonies, 190-192; or 
Fisher, Colonial Era, 220-222. Doyle, Puritan Col- 
onies," II, 298-311. Fiske, New France and New 
England, Ch. v. 

Self-Government and Independent Spirit. 

j. Overthrow of the Massachusetts charter. Fiske, New 
England, 253-267. Longer : Doyle, Puritan Colonies, 
I, 190-225. 

k. The tyranny of Andros and the Revolution of 1689. 
Fiske, New England, 267-278. Longer : Doyle, Puri- 
tan Colonies, II, 230-272. 

/. Independent attitude of Massachusetts toward English 
government, 1 630-1 760. Find examples in the text- 
book and in books referred to above (or other stand- 
ard works, see below), e.g. in Winthrop's attitude; 
in actions in 1634, 1636, 1643, 1661, 1664, 1689. 

vt. Provincial New England, 1692-1760: contests with 
royal governors ; paper money ; commerce ; Harvard 
and Yale; the "Great Awakening;" literature. 
Fisher, Colonial Era, Chs. xiii, xxi ; or Winsor, in 
America, V, Ch. ii (very valuable) ; or in other stand- 
ard histories (see below) ; or pick out significant 
facts in Lodge, Colonies, 360-368, 392-395, 400-405, 
471. ("Great Awakening," Hart, Source Book, No. 
42 ; Fiske, New France and New England, Ch. vi.) 

Self-Government — Democratic Spirit — Public Schools. 
n. Colonial governments of New England. (For all.) 
Fiske, Civil Government, 146-149, 154-156. Lodge, 
Colonies, 412-418. (Local government, see 8, e.) 



Outline of American History 307 

o. Social and economic conditions in New England in 
1760 (including education). Lodge, Colonies, Ch. xxii. 
Additional Topics : 

A. John Winthrop : his character and his statesman- 
ship. Twichell, John Winthrop ; or the standard life 
by Robert C. Winthrop. Read parts of Winthrop's 
History of New England ; or read extracts in Hart, 
Contemporaries, I, No. 107; Old South Leaflets, Nos. 
50, 66; Hart, Source Book, Nos. 21, 28. 

B. The Body of Liberties, 1641, the first New Eng- 
land code of laws, compared with Magna Carta. 
American History Leaflets, No. 25, including compari- 
son with Magna Carta by Winthrop and others. Also 
printed text with facsimile of manuscript, in Whitmore, 
Colonial Laws of Massachusetts Bay, 1660; published 
1889. (Also in his "Bibliographical Sketch," etc., 
1890.) 

C. Why was Roger Williams banished from Massa- 
chusetts ? Eggleston, Beginners of a Nation, 266-306 
Doyle, Puritan Colonies, II, 1 13-126. H. M. Dexter, 
As to Roger Williams. Diman, in Narragansett Club 
Publications, II. See account in Winthrop's History 
of New England, Mass. Hist. Soc. Proc, 1873. 

Map Work: 

New England in 17th century : Indicate rivers, 
chief towns mentioned in reading, boundaries of colonies, 
location of chief Indian tribes. (To be marked 1650 or 
1700, according to map followed.) 1650 in McLaughlin, 
History of American Nation, 93, and in Doyle, Puritan 
Colonies, I. In Seventeenth Century, Fiske, facing 
title page. In 1700, Thwaites, Colonies, Map 3 (same 
ia Hart, Epoch Maps), showing clearly the boundaries 
after charter of 1691. Doyle, Puritan Colonies, II, 
facing title page. 

General References (For New England Colonies) : 

Brief Accounts : Fisher, Colonial Era, Chs. vii, viii, xiii. 
Thwaites, Colonies. Chs. vi-viii. 



308 American History 



Longer Accounts : (Special works on New England, or 
portions of colonial history). Fiske, Beginnings of 
New England. Eggleston, Beginners of a Nation. 
Doyle (English Colonies in America), Puritan Colonies. 
Lowell, " New England Two Centuries Ago " (in his 
"Among My Books "). Weeden, Economic and Social 
History of New England. Palfrey, History of New 
England. Lodge, Short History of English Colonies in 
America. Winsor, Memorial History of Boston. Chey- 
ney, European Background of American History, Chs. 
viii, xii-xvi. Tyler, England in America, Chs. ix-xix. 
Andrews, Colonial Self-Government, Chs. iii, xvi-xix. 
Fiske, New France and New England. 

General Works : Bancroft, History, Pt. I, Chs. xiii-xv ; 
Pt. II, Chs. ii-vi, xvii-xviii ; Pt. Ill, Ch. iii. Bryant and 
Gay, I, xx-xxi ; II, i-v, viii ; III, v, viii. Frothingham, 
Rise of the Republic, Chs. ii-iii. Hildreth, History of 
the United States. Winsor, America, III, vii-ix ; 
V, ii. 

Sources: Hart, Source Book, Nos. 17, 19, 21, 28-31, 
42, 52. Hart, Contemporaries, I, xiv, xvi, xxi ; II, 
iii, etc. American History Leaflets, Nos. 7, 25. Old 
South Leaflets. Winthrop, History of New England. 
Young, Chronicles of Massachusetts. For topics relat- 
ing to the colonial history of their own state, pupils may 
be interested in reading more fully in the state histories, 
viz. : Massachusetts, by Governor Hutchinson, 3 vols., 
to 1774; or Barry, 3 vols., to 1820. Rhode Island, 
Arnold, 2 vols. ; or Green, Short History. Connecti- 
cut, Johnston (Commonwealth Series). New Hamp- 
shire, Belknap, 3 vols. Maine, Williamson. For 
special investigation of state or local history, there is 
very valuable material in the State Historical Societies' 
Collections, and in town histories and town records. 
Additional references under special topics may be found 
in Channing and Hart, Guide, Sections 109-130, and in 
Earned, Literature of American History, pp. 76-92. 



T^ Outline of American History 309 

IV. Middle Colonies, 1609-1760. 

ID. Dutch and English in New York. 

a. The Dutch. 

(i) Their character and achievements to 1609. 
Brief Accounts : in European or General Histories, e.g. ; 
Fisher, Outlines, 414-416; Adams, European History, 
334-338; Robinson, Introduction to History of Western 
Europe, 446-451. Bancroft, I, 475-481. Fiske, Dutch 
and Quaker Colonies, I, Ch. ii. Very fully and with dra- 
matic power in Motley, Rise of Dutch RepubHc ; and His- 
tory of United Netherlands. Blok's History of the People 
of the Netherlands is a work of careful modern scholar- 
ship by an eminent Dutch historian. (See Outline of 
Eiiropean History^ pp. 176-177.) 

(2) Dutch discovery and settlement, 1609- 1626. 

(3) Dutch rule in New Netherland : its object, 
methods, faults ; relations with English, Indians, 
Swedes ; the patroon system ; comparison of local 
government with that in Virginia and New England; 
survivals of the Dutch occupation. 

(4) The influence of the Dutch on American his- 
tory : indirect (on Europe and England) ; direct in 
America, its limited nature ; comparison with influ- 
ence of England. Fiske, Dutch and Quaker Colonies, 
I, Ch. ii, especially 30-34. 

b. Conquest of New York by the English : object and im- 

portance. 

c. The English in New York. 

(i) Government and politics: local government 
under Governor Nicoll ; representative government 
under Governor Dongan ; Leisler"'s rebellion (political 
controversy) ; Zenger trial (freedom of the press) . 
Fiske, II, 248-257. Hart, Contemporaries, II, No. 72. 

(2) Social and economic conditions in New York 
in the i8th century. Thwaites, Ch. x (for 1700). 
Fisher, Colonial Era, 252-254. Lodge, Colonies, 
Ch. xvii. Fiske, II, Ch. xv. 
Source : Hart, Contemporaries, II, No. 32. 



3IO American History 



Additional Topics : 

A. " Of the Reasons and Causes why and how New 
Netherland is so decayed," 1650. Hart, Contemporaries, 
I, No. 154. 

B. Peter Stuyvesant. 

C. Old Dutch customs in New Netherland. 

D. The struggles of the Dutch and the English for a 
representative assembly. 

E. Reasons for greater success of England than of 
Holland as a colonizing nation. 

F. The Iroquois Confederacy. See index to Park- 
man. 

G. New York in the Intercolonial Wars. See refer- 
ences in section 13. 

General References : 

Brief Accounts : Fisher, Colonial Era, Chs. ix and xiv. 
Thwaites, Colonies, 196-207 and Ch. x. 

Longer Accounts : Bryant and Gay, I, 339-369, 429-475 . 
Lodge, Colonies, Chs. xvi-xvii. Winsor, America, IV, Ch. 
viii; III, Ch. x; V, Ch. iii. Fiske, Dutch and Quaker 
Colonies in America, Chs. i-xi, xiii-xv, xvii. Andrews, 
Colonial Self-Government, Chs. v-vi. Parkman, on re- 
lations with Indians and Canada; consult index, e.g. in 
Pioneers of France, Count Frontenac, Jesuits in North 
America, Old Regime, Half Century of Conflict, Montcalm 
and Wolfe. Palmer, History of Lake Champlain. See 
also histories of New York state by Brodhead, Lossing, 
O'Callaghan, Roberts, Schuyler ; of New York city, by 
Lamb, Booth, Stone. For further references, see Chan- 
ning and Hart, Guide, sections 104-105 ; and Larned, 
Literature of American History, pp. 92-100, and index. 

Sources: Hart, Contemporaries, I, Chs. xxii-xxiii ; II, 
Nos. 32, 72. Hart, Source Book, Nos. 16, 22, 32, 45, 
50. 

For the valuable material in the collections of docu- 
ments published by the state of New York, see Channing 
and Hart, Guide, 11 2-1 13, or Larned, Literature, 96. 



Outline of American History 311 

II. Pennsylvania, ''A Quaker Experiment in Govern- 
ment." New Jersey and Delaware. 

a. Colonial New Jersey : occupation by the English ; the 

Quaker purchase ; Penn's purchase ; East and West 
Jersey, 1674; New Jersey as a crown colony, 1702; 
character of the people. 

b. The principles of the " Friends,"" or Quakers : political, 

moral, religious. Best brief reference is Sharpless, A 
Quaker Experiment in Government, Chs. i-ii. Ban- 
croft, I, 528-546. Article " Quakers " in Encyclopaedia 
Britannica. 

c. Life and character of William Penn. Bancroft, I, 556- 

563. Fiske, Dutch and Quaker Colonies, II, 114- 
139. Lives of Penn, by Janney or Dixon. Article 
" William Penn," in Dictionary of National Biog- 
raphy. 

d. The founding of Pennsylvania. 

e. The Quaker Constitution. 

Sources: The Frame of Government, 1682, in Mac- 
Donald, Select Charters, No. 40 ; Charters and Laws of 
Pennsylvania (edition of 1879), 93-99; Poore, Charters 
and Constitutions, II, 15 18. Charter of Privileges of 
1 701, MacDonald, Charters, No. 46. 

Brief Accounts : Bancroft, I, 561-571. Fisher, Colo- 
nial Era, 201-203. Sharpless, Ch. iv. Fiske, Dutch and 
Quaker Colonies, II, 151-155, 307-311. 

f. The Quaker government, 1 682-1 756. 

(i) Religious and civil liberty. 

(2) Relations with the Indians. Discriminating 
account in Sharpless, Quaker Experiment, Ch. vi. 

(3) Quaker attitude toward war. Sharpless, Quaker 
Experiment, Ch. vii. 

(4) Extent to which Quakers controlled the govern- 
ment. Sharpless, Quaker Experiment, in Chs. iv-viii, 
^'g-^ 67-77, 134, 172-177? 274-276. 

(5) Slavery. 

g. Social and economic conditions in Pennsylvania, 1760 



312 American History 



(or 1765). Fisher, Colonial Era, 268-271. Fiske, II, 
319-329. Lodge, Colonies, Ch. xiii. 
h. Relations with Delaware, '' The Territories." 
Additional Topics : 

A. Quaker organizations and discipline. Sharpless, 
Ch. iii. Compare with modern Rules of Discipline and 
Advice (Philadelphia, 1894). 

B. The virtues and limitations of Quakers and Puritans. 

C. A comparison between the Quaker policy toward 
the Indians in Pennsylvania, 1 682-1 756, and the Puritan 
policy in New England in 1 630-1 676. Compare Sharp- 
less, in Ch. vi, with Fiske, II, 164-166, and Parkman, 
Conspiracy of Pontiac, in Ch. iii. 

D. The Quakers' attitude toward slavery. John Wool- 
man's Journal ; selections in Hart, Contemporaries, II, 
No. 106. 

E. The measure of success of the Quaker Experiment. 

F. Delaware ; settlement, relations with Dutch and 
with Pennsylvania. 

General References : 
(i) Pennsylvania. 

Brief Accounts: Thwaites, Colonies, 215-217, and in 
Ch. X. Fisher, Colonial Era, Chs. xi, xvi. Lodge, Colo- 
nies, Ch. xii. 

Longer Accounts: Bancroft, I, 528-573; II, 24-31. 
Bryant and Gay, Popular History, II, 165-178, 481-498. 
Winsor, America, III, Ch. xii ; V, Ch. iii. Fiske, Dutch 
and Quaker Colonies, II, Chs. xii, xvi, xvii. Sharpless, 
History of Quaker Government in Pennsylvania, 2 vols. 
Vol. I, published originally as A Quaker Experiment in 
Government, makes use of Quaker sources and brings 
out clearly the essentials of the Quaker principles and 
practice, and the extent of their responsibility. It is a 
book of unusual interest and discrimination. Lives of 
Penn by Janney and Dixon. Proud, History of Pennsyl- 
vania. Watson, Annals of Philadelphia. 

Source : For an interesting non-Quaker view, read Ben- 



Outline of American History 3 i 3 

jamin Franklin's Autobiography, e.g., 141-147 (Quakers 
and war). See also Chs. ix-x for examples of practical 
good citizenship. (Riverside Literature Series edition.) 

(2) Delaware. 

Brief Accounts: Thwaites, Colonies, 207-210. Lodge, 
Colonies, Ch. xi (also in xii-xiii). 

Longer Accounts: Winsor, America, IV. Ch. ix. His- 
tories of Delaware by Vincent and by Scharf. 

(3) New Jersey. 

Brief Accounts : Thwaites, 210-214. Fisher, Colonial 
Era, Chs. x, xv. Lodge, Colonies, Ch. xiv. 

Longer Accounts: Winsor, America, III, Ch. xi ; V, 
Ch. iii. Andrews, Colonial Self-Government, Chs. vii- 
viii. Histories of New Jersey by Smith (to 1721), 
Gordon, Baum, Mulford. Further references for Penn- 
sylvania, Delaware, and New Jersey, in Channing and 
_^ Hart, Guide, §§ 106-108; and in Larned, Literature of 

American History, pp. 92-100 and index. 
V. The Colonies in the Eighteenth Century, to 1760. 

12. Political, Social, and Economic Development of the 
Colonies, i 700-1 750. 

a. Political development. 

(i) Prog'-ess in self-government: taxation; elec- 
tions ; free speech. 

(2) Defence of charters. Hart, Contemporaries, II, 
No. 48. 

(3) Boundary disputes : with France ; with Spain ; 
between individual colonies. 

(4) Attempts at union: especially in 1690, and Al- 
bany Plan, 1754; what is shown by their failure? 
Franklin''s Plan, 1754, is in Old South Leaflets, No. 9; 
American History Leaflets, No. 14; MacDonald, Char- 
ters, No. 52. Franklin describes his plan in his Auto- 
biography, Ch. X. 

b. Economic conditions and development. Thwaites. Wee- 

den, Economic and Social History of New England, for 
that resfion. 



314 American History 



c. Social development : population — immigration, expan- 

sion, increase ; religion (especially " Great Awaken- 
ing ") ; education ; literature ; newspapers. 

d. General character of the period. 

Good Short Accounts: McLaughlin, History of the 
American Nation, Ch. v. Thwaites, Colonies, Ch. xiv. 
Cambridge Modern History, Vol. VII (United States), 
Ch. ii. 

Material can be picked out of the longer accounts in : — 
Fisher, Colonial Era, Part II, especially 225-236 (N.E.), 
246-259 (N.Y. and N.J.), 263-271 (Penn. and Del.), 
272-276 (Md.), 277-284 (Va.), 296-302 (Car.), and 
Ch. xxi (Literature). Lodge, Colonies, in Chapters on 
the history of each colony, e.g., Chs. i, xii, xvi, xviii- 
xxi. Weeden, Economic and Social History of New 
England. Bryant and Gay, III, Chs. iii-v, vii, ix. Ban- 
croft, II, 238-267. Fiske, Old Virginia, Chs. xiv-xvii ; 
Dutch and Quaker Colonies, Chs. xv-xvii. Winsor, 
America, V, Chs. ii-vi. For "Great Awakening," see- 
Fiske, New France and New England, Ch. vi (especially 
220-232) ; also in Franklin^s Autobiography in Ch. vii, 
on Whitefield. 

Sources : Much illustrative matter in Hart, Contempo- 
raries, II, Pts. iii-iv, e.g.^ Nos. 72 (Zenger Case), 48 
(charters), 81 (Franklin), 38 (Mason and Dixon's Line), 
59, 66 (salaries and vetoes). Pupils should read espe- 
cially material on their own state {e.g.^ in state histories ; 
or even, if time allows, on some special topic like the 
growth of population or manufacturing in their town or 
county history). Benjamin Franklin's Autobiography is 
one of the most interesting and instructive sources in 
American history. It gives much material which illus- 
trates clearly the characteristics of this period and shows 
how a typical American colonist thought and lived. Read 
e.g., Chs. V (scheme of daily life), vi (practical ideas), vi, 
viii, ix, x (public spirit, public improvements), vii (White- 
field, "Great Awakening"), x (Albany Union), i, vi 



Outline of American History 3 i 5 

(self-education) ; i, iv, v, vi, printing and newspapers. 
(The Chs. refer to Riverside Literature Series ed.) 
Additional Topics : 

A. An outline of the political and economic develop- 
ment in the pupiPs own state, 1 700-1 750. Use, if avail- 
able, the topics and sub-topics above, so as to indicate 
what progress was made in these lines in the state. 

B. Same for pupil's own town. 

13. Struggle between France and England for North 
America, i 689-1 763. 

a. French explorations and settlements in the St. Law- 

rence and Mississippi valleys, 1 604-1718: Fort Royal 
in Acadia, 1604; Champlain at Quebec, 1608; La 
Salle and the Mississippi, 1682; settlement of Louisi- 
ana, 1699; New Orleans, 1718. 

b. Contrast between French and English methods of colo- 

nization in North America : political, religious, social, 
economic. Parkman, Old Regime in Canada, Ch. xxiv. 

c. The " Second Hundred Years' War between England 

and France,^' 1689-1815I : its world-wide importance ; 
the chief events in America to 1748. Seeley, Expan- 
sion of England, Ch. ii. See also references in Out- 
line of European History^ pp. 180; 183-185; 190- 
197 ; Outline of English History, pp. 257-258. 

d. Strength and weakness of the French and of the English 

in 1754. 

1 The following table gives the names and dates for Europe and America : — 
In Europe In America 

(i) War of League of Augsburg 1689-1697 King William's War. 

(2) War of Spanish Succession 1702-1713 Queen Anne's War. 

(3) War of Austrian Succession 1740-1748 King George's War, 1744-1748. 

(4) Seven Years' War 1756-1763 French and Indian War, 1754- 

1763. 

(5) American War 1775-1783 The American Revolution. 

(6) War against the French Rev- 

olution and Napoleon 1793-1802 

(7) War against Napoleon 1803-1815 War of 1812 with Great Britain. 



3 1 6 American History 



(i) In Europe: military resources ; attitude of each 
of the mother countries toward its colonies. 

(2) In America: geographical conditions; popula- 
tion ; military resources ; poHtical, social, economic 
conditions. Parkman, Montcalm and Wolfe, Ch. i. 
Hart, Formation of the Union, Ch. ii. 
e. Expulsion of the French, 1 754-1 763, the '^French and 
Indian War." 

(i) Theatre of war ; lines of invasion. 

(2) Causes and beginnings. 

(3) Early failures of the Enghsh, 1754-1757. 

(4) New plans and leaders, and conquest of Canada, 
1757-1760: Pitt; Wolfe; Quebec. Parkman, Mont- 
calm and Wolfe, II, Chs. xviii, xxiv, xxvii ; Conspiracy 
of Pontiac, Ch. iv ; Struggle for a Continent (see 
below). 

(5) Terms of peace ; geographical and political re- 
sults of war to England, France, America, India. 

Map Work: 

a. (For all.) Possessions of. France, England, and Spain in 

North America in 1756; English and Spanish posses- 
sions in North America in 1763. 

b. Theatre of war ; showing river valleys, lines of inva- 

sions, forts, battles. Maps for a and b in McLaughlin, 
American Nation ; for a^ in Thwaites, Colonies, and 
Hart, Formation of the Union ; Sloane, French War 
and Revolution, for ''Colonies, 1756,"'' and ''Theatre 
of War.^' 
Additional Topics : 

A. Were the English justified in : 

(i) The attempt to expel the Acadians ? 

(2) The method used ? Parkman, Montcalm and 
Wolfe, I, Ch. vii. Compare Winsor, America, V, 415- 
417, with 452-463. Hart, Contemporaries, II, No. 
126. 

B. Character and work of the older Pitt. Parkman, 
Montcalm and Wolfe, Ch. xviii, and following. Long- 



Outline of American History 317 

man, Frederick the Great and the Seven Years' War 
(Epochs of Modern History). 

C. Battle of the Plains of Abraham and Capture of 
Quebec. Parkman, Montcalm and Wolfe, Chs. xxiv-xxv, 
xxvii-xxviii, especially Ch. xxvii. 

D. The character and work of the Jesuits in North 
America in the 17th century. Parkman, Jesuits. 

Review or ExaDiination Topic : 

" The means, the character, and the spirit of the two 
combatants [in the French and Indian War], and why 
one succeeded where the other was defeated.'' 

References : 

Brief Accounts : Thwaites, Colonies, Ch. xiv ; together 
with Hart, Formation of the Union, Ch. ii. McLaughlin, 
History of the American Nation, Ch. vi. Parkman, 
Conspiracy of Pontiac, Ch. iv (see also Chs. ii-iii). 

Longer Accounts : The whole subject is most ade- 
quately treated in the masterly and fascinating narrative 
of Parkman, France and England in North America, in 
seven parts, viz. : Pioneers of France in the New World ; 
Jesuits in North America in the Seventeenth Century ; 
LaSalle and the Discovery of the Great West ; Old Re- 
gime in Canada ; Count Frontenac and New France 
under Louis XIV; Half Century of Conflict (2 vols.); 
Montcalm and Wolfe (2 vols.). See also his Conspiracy 
of Pontiac, Chs. ii-iv. Especially interesting and valuable 
are: Pioneers of France, Chs. vii-ix; Old Regime, Chs. 
XV, xxiv ; Half Century of Conflict, Ch. iv ; Montcalm 
and Wolfe, Chs. i, viii, xxvii. Good selections in an 
abridged edition of Parkman (i vol.), by Edgar, entitled 
The Struggle for a Continent ; see especially 256-264, 
301-308, 333-459. Fiske, New France and New England, 
Chs. vii-x. Sloane, French War and the Revolution, 
Chs. iii-ix. Bancroft, II, 137-237, 343-346, 362-366, 
377-388, 416-512, 520-527, 562-555. vVinsor, America, 
IV, Chs. vii-viii. See also Longman, Frederick the 
Great and the Seven Years' War, Ch. xii, and 223-232. 



318 American History 

Sources: Hart, Contemporaries, II, Nos. in, 112, 
122 (independence), 126 (Acadians), 127 (Braddock's 
defeat), 129 (Fall of Quebec). Hart, Source Book, 
No. 37 (Deerfield), 39 (Washington's account of Brad- 
dock's defeat), 40 (Quebec). 
14. Condition of the Colonies in 1760 (or 1765), Politi- 
cal, Social, and Economic ; Comparisons between 
the three Sections. 

" Between them [the New England colonies] and Virginia was the contest 
for supremacy, while the great Middle colonies held the balance; and the his- 
tory of that conflict of ideas is the history of the United States " (Lodge, Colo- 
nies, 475). This suggestive sentence may stimulate discriminating discussion. 

a. Economic Conditions. 

(i) In the Southern colonies (Virginia, the typical 
colony) : occupations ; means of communication. 
Lodge, Colonies, Ch. ii. Fiske, Old Virginia, II, Ch. 
xiv. Eggleston, in Century Magazine, 1 883-1 885 
(illustrated) ; see especially Vol. 27, "Husbandry." ^ 

(2) Contrast between economic conditions in the 
South and in New England. Compare accounts in the 
preceding sub-topic with Lodge, Colonies, in Ch. 
xxii. See also Fiske, Old Virginia, II, 29-35. De- 

. tails may be found in Weeden, Economic and Social 
History of New England, 2 vols. ; and in Bruce, Eco- 
nomic History of Virginia in the Eighteenth Century, 
2 vols. 

(3) Comparison between economic conditions in 
New England and the Middle colonies. (Pennsyl- 
vania or New York as typical colony.) See references 
in preceding sub-topic (2) ; and those in topic c (2) 
on p. 309; or topic ^ on p. 312. 

b. Social conditions. 

(i) In Southern colonies : classes; slavery; planta- 
tion life ; religion, churches, and church services ; 
education ; amusements. (Virginia, typical colony.) 

1 For shorter references than these giveti uitder each topic, see the Brief 
Accounts tinder the General References at end of this section, page 320. 



Outline of American History 3 1 9 

Lodge. Fiske. Eggleston, in Century Magazine, 
Vol. 28, social conditions (including slavery) ; Vol. 30 
(travel, amusements, etc.); Vol. 29 ("Colonists at 
Home"). 

(2) Contrast between social conditions in Southern 
and New England colonies. Lodge, Chs. ii and xxii. 
See also preceding references, and General References 
at end. 

(3) Comparison between social conditions in South- 
ern and Middle colonies. (Pennsylvania or New 
York as typical colony.) Compare accounts in sub- 
topic (i) with those in references in topic c (2), p. 309 ; 
or topics, p. 312. 

(4) Comparison between social conditions in New 
England and Middle colonies. (Pennsylvania or New 
York.) Hart, Formation. Channing, U. S. A., 1765- 
1865. Lodge, Colonies, Chs. xiii, xvi, xxii. Fiske, 
Dutch and Quaker Colonies, Ch. xv. Century Maga- 
zine, Vols. 28-30 (see above in topic b (i)). 

c. Political conditions. 

(i) Contrast between forms of local government 
in New England and Virginia : causes and results. 
Brief account in Fiske, Civil Government, 57-67 ; or 
his Old Virginia, H, 34-44. Compare Lodge, Colonies, 
in Chs. ii and xxii. Briefly in Hart, Formation, in 
Ch. i. Or recall work in topic e, p. 303. 

(2) The system of local government in New York 
and Pennsylvania : comparison with New England and 
Virginia. Thwaites. Hart. Lodge. Fiske, Civil 
Government. 

(3) The three forms of colonial government. Hart, 
Formation, 13-15. Fiske, Civil Government, 140-159. 
Channing, U. S. A., 26-27, 33-36. Fuller details in 
Lodge, Colonies, in Chs. ii, iv, xxii. (See topic g^ 
p. 299 ; topic «, p. 300 ; topic ;/, p. 306.) 

(4) General similarities in political conditions in the 
thirteen colonies. 



320 American History 



d. General conditions. 

(i) Inherited institutions and their development. 
Hart, Formation, 5-10, 16-17. 

(2) Elements in common among the colonists : in- 
stitutions, character, ideals. Hart, Formation, Ch. i. 
Channing, U.S.A., 1765-1865, in Ch. i. Sloane, 
French War and the Revolution, Chs. i and ii. Fiske, 
War of Independence, Ch. ii. 

(3) Eftects of diversity and similarity on later de- 
velopment. 

(4) Means of travel and communication between the 
colonies. 

(5) Population of the colonies in 1760: numbers; 
character; distribution. Hart, Formation, 3-5. Chan- 
ning, U.S.A., 1765-1865, 1-5. 

Additional Topics: 

A. Colonial amusements. 

B. Slavery in the colonies, 161 9-1 760. 

C. Colonial taverns and turnpikes. (May be made 
a topic for investigation in local history.) 

D. Religion : including toleration, church and state, 
and clergymen. 

E. Education and literature. See Fisher, Colonial 
Era, Ch. xxi. 

F. Foreign Trade. 
General Refer oices : 

Brief Accounts : Hart, Formation of the Union, Ch. i. 
Channing, U. S. A., 1 765-1 865, Ch. i. McLaughlin, 
History American Nation, Ch. vii. Fisher, Colonial 
Era, closing portions of Chs. xiv-xxi. Fiske, War of 
Independence, Ch. ii. Sparks, Expansion of the Ameri- 
can People, Chs. iv-v (illustrated). 

Longer Accounts : Lodge's Short History of the English 
Colonies in America is the best single book on conditions 
in all the colonies in 1765. See Chs. ii, iv, vi, viii, x, xiii, 
XV, xvii, xxii, especially Chs. ii and xxii. Fiske, Old Vir- 
ginia and Her Neighbors, II, 29-44, and Ch. xiv. Fiske, 



Outline of American History 321 

Dutch and Quaker Colonies, Chs. xv, xvii. Weeden, 
Economic and Social History of New England. Eggles- 
ton, articles in Century Magazine, 1 883-1 885 (illustrated), 
contain much interesting matter, Vols. 27-30. Earle, 
Sabbath in Puritan New England, Colonial Dames and 
Goodwives, Customs and Fashions in Old New Endand, 
Home Life in Colonial Days (illustrated), Child Life in 
Colonial Days (illustrated), contain interesting details of 
colonial social life. Sloane, French War and the Revo- 
lution, Chs. i-ii. 

Sources : Hart, Contemporaries, II, Pt. iv, Nos. 80-84 
(life of the people) ; 85-89 (commerce and currency) ; 
97-101 (religious life) ; 102-108 (slavery and servitude). 
Hart, Source Book, Ch. vii (colonial life in the i8th 
century) ; Ch. viii (colonial government). For further 
'. references see Channing and Hart, Guide, § 133. Earned, 

Literature of American History, especially pp. 69-1 11. 
VI. Union and Independence, 1760-1783. 

15. Causes of the American Revolution, i 760-1 783. 

a. Underlying causes of the Revolution : fundamental dif- 
ference in ideas and conditions between England and 
the colonies in 1760. 

(i) In social conditions (including religion). 

(2) In economic conditions. 

(3) In political ideas and conditions : two kinds of 
" representation " ; the English view as to the govern- 
ment of the colonies ; the view in the colonies — ex- 
amples in the Writs of Assistance and the Parson's 
Cause. 

Brief Accounts : Channing, United States of America, 
1765-1865, 25-40. (This portion and the whole "book 
written in a scholarly, catholic spirit.") Fiske, War of 
Independence, 18-20, 58-64. Fiske, American Revolu- 
tion, Ch. i, especially 1-4, 32-45. 

Longer Accounts : Sloane, French War and Revolution, 
Chs. i and x. For the views of two eminent Englishmen, 
read: (i) Lecky, American Revolution (being chapters 



322 American History 



from his History of England in the i8th Century), 38- 
51, for a discriminating view of the political and com- 
mercial relations between colonies and mother country ; 
(2) Trevelyan, American Revolution, Part I, 44-99, 
for a brilliant picture of the contrast between life in 
England and America, very appreciative of the American 
ideals. Otis's arguments in connection with the Writs 
of Assistance and Patrick Henry's in the Parson's Cause 
may serve as examples of the American theory : well 
treated in Channing, Student's History, and his U. S. A., 
1 765-1 865 ; Parson's Cause, more fully in Tyler's Patrick 
Henry, Ch. iv ; Otis on Writs of Assistance, American 
History Leaflets, No. 33. For the English view in 1765, 
see Lecky, American Revolution, Ch. i. 
b. The immediate causes ot the Revolution, 1 763-1 774, 
resulting from these fundamental differences. 

(i) Grenville's three new schemes of colonial con- 
trol. (" These three measures produced the American 
Revolution.") Hart, Formation of Union, 44-50 and 
following. Channing, U. S. A., 1 765-1 865, 39-48. 
Fiske, War of Independence, 39-5 1 . Lecky, American 
Revolution, 50 and following (or in Ch. xi of his 
History of England in i8th Century). 

(2) The trade laws and attempts at enforcement. 
Hart, Formation, 17, 19, 44-48. Sloane, French War 
and Revolution, 1 19-120, 124-125. Lecky, American 
Revolution, 42-48, 52-56. Winsor, America, VI, 6-14, 
23-26. 

(3) The Stamp Act. 

{a) Its purpose. Lecky, 60-62, 66-68. Win- 
sor, America, VI, 15-18. 

{U) The arguments of its supporters. Hart, 
Contemporaries, No. 138. Lecky, 71-7'^, 77, 
86-89. 

(<r) The arguments of its opponents. Hart, 
Contemporaries, II, Nos. 140-143 (Cambridge 
Town Meeting, Stamp Act Congress, Pitt, 



Outline of American History 323 

Franklin). Lecky, 75-79, 89-92. The Decla- 
ration of Rights by the Stamp Act Congress is 
also in MacDonald, Select Charters, No. 59 ; 
Preston, Documents, 1 88-191 ; or Lamed, His- 
tory for Ready Reference, article " United States/' 
under date 1765. Patrick Henry's speech is in 
Tyler's Henry, Ch. v. 

Brief Accounts of Stamp Act : Hart, Formation, 48-53. 
Fiske, War of Independence, 51-63, or his Revolution, 
15-27. Channing, U. S. A., 1 765-1 865, 48-56. 

Longer Accounts : Lecky, 67-97. Winsor, America, 

VI, 15-35- 

(4) The Townshend Acts and resistance to them, 
1767-1769. Fiske, War of Independence, 64-76; Revo- 
lution, I, 28-32, 46-66. Winsor, America, VI, 35-47. 
Lecky, 1 07-1 15, 1 18-123. The Acts in MacDonald, 
Charters, Nos. 62-64. 

(a) Massachusetts Circular Letter, 1768. 
MacDonald, Charters, No. 65. . 

(d) Pennsylvania Farmer's Letters. Hart, 
Contemporaries, II, No. 149. 

(c) Virginia Resolves of 1769. MacDonald, 
Charters, No. 66. Channing, U. S. A., 1765- 
1865, Appendix. 

(5) Boston Massacre, 1770. Fiske, Revolution, I, 
65-72, interesting and suggestive. Compare Lecky, 
126-131. Hart, Contemporaries, II, No. 151. 

(6) Committees of Correspondence, local and colo- 
nial, 1772 and 1773. Fiske, Revolution, I, 77-80. 
Winsor, America, VI, 53-57, facsimile of letter of 
Boston Committee of Correspondence, 55. 

(7) Boston Tea Party, 1773. Fiske, Revolution, I, 
81-93. 

Sources : Old South Leaflets, No. 68. Hart, Contem- 
poraries, II, No. 152. 

(8) The five repressive acts of 1774, the "Intolerable 
Acts." Acts in MacDonald, Charters (except Quebec 



324 American History 



Act), Nos. 68-71. Fiske, Revolution, I, 93-99. Lecky, 
165-175. 

(9) Continental Congress, 1774. 

(a) Demand for it. Fiske, Revolution, I, 

lOO-IIO. 

(d) Declaration and Resolves. MacDonald, 
Charters, No. 72. Preston, Documents, 192-198. 
(c) American Association and Non-Importa- 
tion Agreement. MacDonald, Charters, No. 
73. Preston, Documents, 199-205. 
c. A summary of the causes of the American Revolution : 
brief, but in chronological order, and with definite 
examples. 
Additional Topics : 

A. Popular feeling in America, 1 765-1 775 : as shown 
in handbills, broad-sides, songs, and illustrations. Stamp 
Act: McLaughlin, American Nation, 176-179; Winsor, 
America, VI, 33. Non-importation and boycotting in 
Boston, 1767-1770: Winsor, VI, 77-80. Boston Mas- 
sacre: Winsor, VI, 48, 89; McLaughlin, 182, 188. Tea 
handbills and posters : Channing, Students' History, 182 ; 
Winsor, VI, 92, 93. Following are all in Winsor, Amer- 
ica, VI: Liberty sentiments, 1769-1770, 86-87; Boston 
Committee of Correspondence, 1773, 55 ; Regarding Acts 
of 1774, 61, 97; Virtual Representation, 1775, 103. 

B. Modern English views of the causes of the Revo- 
lution. Seeley, Expansion of England, Ch. iv, especially 
65 and following. Lecky, American Revolution in Ch. i, 
especially pages cited above in topics a and b, and 154- 
194. Compare Lecky's account of the Stamp Act with 
Bancroft's. Or read accounts in text-books on English 
History by Englishmen : e.g.^ Green, Gardiner, Bright. 
A fascinating picture, favorable to the Americans, in Tre- 
velyan. American Revolution, I. Two Pts. in 3 vols., so 
far published (1903). 

C. What were some of the chief constitutional prin- 
ciples involved in the disputes, 1 760-1 774, with specific 
illustrations of each ? 



Outline of American History 325 

D. How Samuel Adams stirred up the spirit of Revo- 
lution. Fiske, Revolution. Hosmer, Samuel Adams. 
General References for sections 15 and 16: see end of next 
section, on the Revolution. 
16. The Revolution, i 775-1 783. 
Map Work: 

(i) Sketch map, showing three fields of campaign 
(New England, Middle states, the South), with dates 
(see topics b, c, d) for each of three regions, and for 
ten or twelve most important battles. ^ 

(2) Boundaries proposed by French court, 1782. 
Channing, Students' History, 227. Fiske, Critical 
Period, 21. Winsor, America, VH, 148. 

(3) (For all.) Territory of the United States accord- 
ing to the Treaty of 1783, showing also the territory 
of Spain and England. Channing, Students' History, 
229; U.S.A., 1765-1865,1. McLaughlin, American 
Nation, 219. Hart, Formation of the Union, map 3, 
end of volume ; same in Epoch Maps, No. 7. 

a. Comparison of antagonists : population ; resources ; lead- 

ers ; 2 theatre of war ; strategy. Hart, Formation of 
the Union, 70-73. Channing, U.S.A., 1 765-1865, 
72-80. 

b. The campaign in New England, i'jj^-ijj6: importance 

of Lexington and Concord, of Bunker Hill, of Evacua- 
tion of Boston. Fiske, War of Independence, 85-95. 
Lecky, American Revolution, 201-205, 230-234. 
Longer Accounts: Fiske, Revolution, I, 120-146, 169- 
172. Very readable account in Trevelyan, American Rev- 
olution, in Chs. ix-xi, especially 310, 327-338, 409-411. 

c. The turning of the tide in the Middle states, 1 776-1 780. 

(i) The work of Washington. Fiske, War of Inde- 

1 A convenient way in this and other maps to save space and avoid crowding 
territory with names is to put dates, etc., along the coast. 

2 British commanders in chief were : Gage, 1774-1775 ; Howe, 1775-May, 
1778 ; Clinton, May, 1778-May, 1782. (See Bancroft, History, iii, 148 ; iv, 269 ; 

V. 270, S55-) 



326 American History 



pendence, 120-122, 138-143 ; Revolution, I, 229-238, 
306-307,317. Lodge, Washington, I, 1 71-179, 199-205. 

(2) Burgoyne's Campaign. Fiske, War of Inde- 
pendence, 125-137, 142-143. Lecky, Revolution, 321- 
327. Fiske, Revolution, I, Chs. vi-vii. 

(3) The French Alliance : political effects ; military 
aid. Fiske, War of Independence, 144-160, 177-180. 
Lecky, 295-310, 328-329. Suggestive article by Emil 
Reich, A New View of the Revolutionary War, North 
American Review^ July, 1903. 

d. Campaign in the South, 1778-1781. Fiske, War of 

Independence, 163-166, 171-180. Channing, U. S. A., 
96-102. Lecky, Revolution, 448-455 (Yorktown cam- 
paign). Fiske, Revolution, II, 274-286. 

e. Growth toward Independence, 1 775-1 776. Good gen- 

eral accounts in Channing, Students' History, 198- 
206; Fiske, Revolution, I, 157-164, 172-197. 

(i) King's rejection of "Olive Branch" Petition. 
Fiske, Revolution, I, 158-160. Frothingham, Repub- 
lic, 435' 444-447, 45 1- 

(2) Formation of new state governments. Hart, 
Formation, 81-82. Fiske, Revolution, I, 157-158, 
180-1^2. Fiske, Civil Government, 161-166. Fiske, 
Critical Period, 63-71. 

Source: Hart, Contemporaries, II, No. 187 (constitu- 
tion of New Hampshire). 

(3) Beginning of a national government, 1775. 
Hart, Formation, 74-77. Fiske, Civil Government, 
204-207 ; Fiske, Critical Period, 90-93. 

(4) Hiring of the "foreign mercenaries." Fiske, 
Revolution, I, 160-163, 172-173. 

(5) Thomas Paine's "Common Sense." Fiske, 
Revolution, I, 173-175. 

Sources: Quotations in Hart, Contemporaries, II, 
No. 186. Bancroft, History, IV, 313-315. 
f. The Declaration of Independence. Read it through 
carefully and state : 



Outline of American History 327 

(i) Its ideas as to the source and the purpose of 
democratic government. 

(2) Some of the definite acts referred to in the Hst 
of grievances. The Declaration is to be found in the 
appendix to most school histories ; in Old South Leaf- 
lets, No. 3 ; MacDonald, Select Documents, No. i ; 
Preston, Documents, 210-217. The original draft is 
in American History Leaflets, No. 11. (Note what 
omissions were made and why.) For a suggestive 
criticism on the frankness of the Declaration, read 
Goldwin Smith, United States : an Outline of Political 
History, 1492-1871, 87-89. Compare Bigelow, in 
Cambridge Modern History, VII, Ch. vi. 
g. The Treaty of Peace, 1783. Channing, Students^ His- 
tory, 225-231. Hart, Formation, 95-98. 
Longer Accounts: Fiske, Critical Period, Ch. i, espe- 
cially 17-37, 44-45- Lecky, American Revolution, 462- 
485. 

Sources: Treaty in MacDonald, Documents, No. 3. 
'Explanation, in Hart, Contemporaries, II, No. 217. 
k. Difficulties of the Americans. Hart, Formation, 89-95. 
Sources: Hart, Contemporaries, II, No. 195. The 
text-book and other accounts will suggest other difficul- 
ties and dangers which arose during the war. 
/. Services of Washington in the Revolution. Lecky, 
Revolution, 209-214 (or in Ch. xi of his History of 
England in i8th Century). Goldwin Smith, United 
States, 96-98. Fiske, War of Independence, 109-111. 
The services suggested above in connection with topic 
c and accompanying references should be included. 
j. Patriotism and lack of patriotism during the Revolution, 
(i) For instances of patriotism, the text-books and 
books mentioned in the references above will prove 
helpful. 

(2) For lack of patriotism : Lecky, Revolution, 374- 
377, 227-230, especially quotation from Washington, 
in notes, 228-229, 376 ; Goldwin Smith, United States, 



328 American History 

100-105, ^Iso including quotations from Washington. 

Source: Hart, Contemporaries, II, Nos. 160 and 170. 

k. Causes of success : American, English, European factors. 

(i) Summary. Hart, Formation, 89. Channing, 

United States of America, 73-80. 

(2) The importance of the aid of France. Lecky, 
American Revolution, 398-399, 443-447 (or in Ch. 
xiv of his History of England in the i8th Century). 
Channing, U.S.A., 79-80. Fiske, Revolution, II, 
201-203. See also references above, in topic <: (3). 

(3) " How England was hampered and weakened." 
Fiske, War of Independence, 157-160; more fully in 
his Revolution, II, 1 30-1 61, 286-287. 

/. The widespread results of the Revolution in America 
and Europe. Hart, Formation, 99-101. Fiske, Rev- 
olution, II, 290. Bancroft, V, 580. Compare with 
Goldwin Smith, United States, 113-119. Seeley, Ex- 
pansion of England, Ch. vii, suggestive on the impor- 
tance of the Revolution and its results. 
m. Justification of the Revolution. Hart, Formation, 64-68. 
Source : From the Declaration of Independence give 
such of its principles and statements as to-day may be 
fairly regarded as just grounds for the Revolution. For 
text of Declaration, see references above in topic/" (2). 
;/. Advantages and disadvantages of the Revolution. Hart, 
Contemporaries, II, No. 220. Goldwin Smith, United 
States, 1 1 3-1 19. 
Additional Topics i 

A. Franklin's services to America in the Revolution. 
Morse, Franklin. Ford, Many-sided Franklin. Hale, 
Franklin in France. 

B. The Loyalists and their treatment. Tyler, Literary 
History of the Revolution. Sabine. Van Tyne. 

C. The Conway Cabal. 

D. Arnold's treason. Fiske, Revolution, Ch. xiv. 

E. Naval warfare ; John Paul Jones. Fiske, Revolu- 
tion, Ch. xii. Maclay, Navy, I. Winsor, VI, Ch. vii. 



Outline of American History 329 

F. The services of foreign officers in the American 
army. 

G. Account of a battle in which a pupil's ancestor 
took part. See references below. 

H. John Andr^ and Nathan Hale. 

/. Diplomacy of the Revolution. 

J. The Revolution in the minds and hearts of the 
people. 
General References (for the Revolution and its causes) (for 
specific references see topics in sections 15 and 16) : 

Brief Accounts : Channing, U. S. A., 1 765-1 865. Hart. 
Formation of the Union Suggestive, and giving modern 
English point of view, are : Seeley, Expansion of Eng- 
land ; Goldwin Smith, United States, 1492-1871. 

Longer Accounts : Very judicious and broadening, 
Lecky, The American Revolution (being selections 
from Lecky, History of England in 18th Century, edited 
by Woodburn). Another brilliant English account, very 
favorable to the Americans, Trevelyan, American Revo- 
lution (three volumes published, 1903, to 1777). Ex- 
cellent short account in Fiske, War of Independence 
(Riverside Literature Series), more fully in his two vol- 
ume American Revolution, and his illuminating Criti- 
cal Period. Valuable material, especially bibliographical 
and illustrative, in Winsor, America, VL Sloane, French 
War and the Revolution. Frothingham, Rise of the 
Republic. Very full account in Bancroft, History. 
For details of battles, consult Lossing, Pictorial Field 
Book of the Revolution ; Carrington, Battles of the 
American Revolution (with military criticisms) ; Daw- 
son, Battles of the United States (with selections from 
documents). Further details may be found in magazine 
articles referred to in Poole's Index to Periodical Litera- 
ture ; and very valuable material in the Collections of 
State Historical Societies and in the collections of 
Documents published by the various states. For the 
Loyalists, or Tories, see Tyler, Literary History of the 



330 American History 

Revolution ; Van Tyne, The Loyalists in the American 
Revolution ; Sabine, Loyalists. Interesting material in 
the biographies in the American Statesmen Series : e.g. 
Hosmer, Samuel Adams ; Tyler, Patrick Henry ; Lodge, 
Washington ; Morse, Franklin ; and in Ford, Many-sided 
Franklin, and True George Washington. On economic 
questions. Beers, Commercial Policy of England toward 
the American Colonies (Columbia University Studies in 
History, etc., HI, No. 2. N.Y., 1893). 

Sources : Hart, Contemporaries, II, Pts. vi-viii ; Source 
Book, Ch. ix. MacDonald, Charters (to 1776) ; 
and his Documents. Preston, Documents. American 
History Leaflets, NoSo 11, 20, 21, 33. Old South Leaf- 
lets, Nos. 2, 3, 47, 68, 97, 98. For documents, see 
the three following works. 
Fuj-ther Refe7'ejices in Channing and Hart, Guide, §§ 133-143 ; 
Winsor, Reader's Handbook of the American Revolu- 
tion ; Larned, Literature of American History, pp. 
111-152. 
VII. The Critical Period, 1783-1789. 

17. Confederation and Constitution. Part I. Con- 
federation. 
a. Articles of Confederation : history of formation ; leading 
features ; defects ; merits ; attempts to amend. 
Walker, Making of the Nation, 1-14 (obstacles to 
union, 1-6). Hart, Formation of the Union, 93-95, 104, 
118. Schouler, I, 14-17. Fiske, Critical Period, 90- 
loi. Winsor, America, VII, Ch. iii. 

Sources: Hart, Contemporaries, II, No. 189. Text of 
the Articles in American History Leaflets, No. 20 ; Old 
South Leaflets, No. 2 ; MacDonald, Documents, No. 2 ; 
Hill, Liberty Documents, Ch. xv ; Fiske, Civil Govern- 
ment, Appendix A. Proposed amendments, American 
History Leaflets, No. 28. Defects of the confederation, 
Hart, Contemporaries, III, Nos. 41, 54, 59. Note in the 
Articles especially: Art. IV (interstate citizenship); 
Art. V (representation in Congress) ; Art. VIII (mode 



Outline of American History 331 

of supplying the national treasury) ; Art. IX, § 6 (vot- 
ing) ; Art. XIII (amendment). 

b. Weakness of the government : dealings with the army ; 

foreign relations. 

Fiske, Critical Period, 105-119 (army); 1 19-144 
(Tories, English trade); 157-162 (Barbary pirates); 
207-211 (Mississippi question). McMaster, I, Chs. ii, 
iv (use table of contents). 

Sources: Hart, Contemporaries, III, No. 38 (New- 
burgh address) ; Nos.49, 5° (trade restrictions) ; No. 53 
(John Adams's presentation to George III) ; No. 45 
(Mississippi question). Hart, Source Book, No. 66. 

c. Disorders i'n the states : boundary disputes ; trade dis- 

criminations ; paper-money craze. 

Walker, Making of the Nation, 14-19. Fiske, Critical 
Period, 144-153, 168-186. McMaster, I, 210-216 (Wyo- 
ming valley trouble), 281 and following (paper-money). 

Source: Hart, Contemporaries, III, Nos. 55, 58 
(Shays' rebellion). 

d. Social, economic, and political conditions, and progress, 

1 783-1 789. 

Detailed accounts in : Fiske, Critical Period, Ch. ii, 
McMaster, I, Ch. i. 

Source: Hart, Contemporaries, III, Part II. 

e. The Northwest Territory : claims of the states ; cessions 

(influence of Maryland) ; organization of the territory ; 

rights guaranteed to people. 

Fiske, Critical Period, 187-207. On present govern- 
ment of territories, see Bryce, American Commonwealth 
(abridged edition), Ch. xlvi ; or I, Ch. xlvii. Hart, 
Actual Government. Hinsdale, American Government, 
Ch. xli. Hinsdale, Old Northwest. 

Sources: Cessions of the states, American History 
Leaflets, No. 22. Text of Ordinance of 1787, Mac- 
Donald, Documents, No. 4; Old South Leaflets, No. 13. 
On the formation of the Ordinance, see Hart, Con- 
temporaries, III, Nos. 43 (Ordinance of 1784), 46; 



332 American History- 



Source Book, No. 67. See, also, Contemporaries, III, 
No. 42. Old South Leaflets, No. 40 (Cutler's description 
of Ohio), Nos. 16, 41 (Washington's interest in the 
West). Other interesting accounts of the West, in Con- 
temporaries, III, Ch. V. 
Map Work: 

The claims of the states to western lands. Epoch 
maps, No. 6. (Same in Hart, Formation of Union, 
map 3.) 
Part II. Constitution. 

f. The Federal Convention : steps leading to convention ; 
the great compromises ; find in the Constitution the 
clauses which constitute the great compromises. (For 
the text, see American History Leaflets, No. 8 ; Old 
South Leaflets, No. i ; MacDonald, Documents, No. 5 ; 
Plske, Civil Government, Appendix B ; and in most 
school histories.) 

Brief Accounts: Hart, Formation of the Union, 121- 
128. Winsor, America, VII, 237-246. 

Longer Accounts: Fiske, Critical Period, 222-305. 
Gay, Madison, Chs. vii, viii. Schouler, I, 23-47. 
McMaster, I, Ch. iv. Bancroft, VI (last revision). 
Farrand, in American Historical Review, 1904, Vol. IX, 
No. 3. 

Sources: Hart, Contemporaries, III, Ch. x (includes a 
short sketch of some of the members of the convention 
and extracts from the debates on the election of senators 
and on slavery). Hill, Liberty Documents, Ch. xvii 
(useful marginal notes to the Constitution). Old 
South Leaflets, No. 70 (debate on the suff"rage in Con- 
gress) ; No. 99 (extracts from letters of Washington). 

g. Ratification of the Constitution. 

Brief Accounts: Hart, Formation of the Union, 128- 
135. Walker, Making of the Nation, 51-62. 

Longer Accounts : Fiske, Critical Period, Ch. vii. Gay, 
Madison, Ch. ix. McMaster, I, Ch. v. Schouler, I, 
60-78. Bancroft, VI. 



Outline of American History 333 

Sources: Hart, Contemporaries, III, Ch. xi. Source 
Book, No. 68 (Mason's objections to the Constitution), 
No. 69 (a common-sense argument for the Constitution). 
Old South Leaflets, No. 12 (first two numbers of the 
FederaHst). American Orations (Woodburn's revision), 
I, 39 (Hamilton's speech in the New York Convention), 
53 (Madison's speech in the Virginia Convention). 
h. Preliminary study of the Federal Constitution. 

(i) Congress: numbers, terms, qualifications and 
mode of election of members of each branch ; mode of 
making laws (three possible ways) ; powers of Con- 
gress ; special powers of each House (what special or 
exclusive powers does the Senate have as compared 
with the House?) ; find in the Constitution all the acts 
which require more than a simple majority vote. 

(2) The President : qualifications, term, manner of 
election (comparison of old and present methods) ; 
powers (note relations with Congress, and appointing 
power) . 

(3) The judiciary : kinds of courts ; tenure of judges ; 
jurisdiction of courts (general features only). 

(4) Division of powers between state and national 
government. 

Constitution. For brief comment, any Civil Govern- 
ment, e.g. Fiske, Strong and Shafer, Morey, Hinsdale's 
American Government. 

Bryce, American Commonwealth (very valuable). A 
helpful guide to Bryce is Clark's Outline of Civics. Hart, 
Actual Government. Wilson, Congressional Government. 
Additio7ial Topics : 

A. Describe the two forms of territorial government 
laid down in the Ordinance of 1787. 

B. Find four or five rights guaranteed to the people 
of the northwest territory, and note their appearance in 
the Constitution. 

C. Compare the Constitution with the Articles of 
Confederation with reference to: (i) representation; 



334 American History 

(2) methods of raising money ; (3) voting in Congress ; 
(4) amendments. 

D. How has the Constitution remedied the defects 
enumerated in Hart, Contemporaries, HI, Nos. 41, 54 ? 

E. Contemporary arguments against ratification of the 
Constitution. Contemporaries, HI, Ch. xi ; Source Book, 
No. 68. 

F. The contest over ratification in Massachusetts ; in 
New York; in Virginia. Contemporaries, HI, Ch. xi. 
Fiske, Critical Period, Ch. vii. McMaster, I, Ch. v. 
Lodge, Hamilton, 64-73. Hosmer, Samuel Adams, 392- 
401. Tyler, Patrick Henry, Ch. xviii. American Ora- 
tions, I. Hart, Source Book, No. 69. 

VIII. The Federalist Supremacy, 1789-1801. 

18. Organization of the National Government. 

a. Inauguration ; executive departments ; inferior courts ; 

first ten amendments. 

Brief Accounts : Walker, Making of the Nation, 88-99. 
Fiske, Civil Government, 236-240, 250-252 (on present 
departments) . 

Longer Accounts : McMaster, I, Ch. vi. Schouler, I, Ch. 
ii. Bryce, Commonwealth (abridged edition), Ch. viii 
(cabinet) ; Ch. xxi (Federal courts, descriptive of pres- 
ent conditions). 

Sources : Constitution, Art. H, section i ; section 2, 
clause I ; Art. Ill, section i ; Amendments, I-X. Hart, 
Contemporaries, III, No. ']'] (proceedings in Congress), 
No. 79 (hospitality of the Senate to President Washing- 
ton). Both of these extracts are from the interesting 
journal of Senator William Maclay. No. 81 (office-seek- 
ers). Source Book, No. 71 (Maclay, on Washington). 
Old South Leaflets, No. 10 (inaugural address). No. 65 
(address to churches). See, for entire period. Historical 
Sources in Schools, § 80. 

b. Financial system, and formation of the Republican party. 

(i) Tariff. Taussig, Tariff History, 8-16. Lodge, 
Hamilton, 108- 11 4 (report on manufactures). Hart, 



Outline of American History 335 

Contemporaries, III, No. 78 (first tariff debate) . Mac- 
donald, Documents, No. 12 (Hamilton's report on 
manufactures) . 

(2) Debts. Lodge, Hamilton, 1 17-129. Hart, Con- 
temporaries, III, No. 76; MacDonald, Documents, 
No. 6 (Hamilton's first report on the public credit). 
Source Book, No. 73 (Jefferson's account of the com- 
promise on assumption). 

(3) Excise. MacDonald, Documents, No. 8 (Ham- 
ilton's second report on public credit). 

(4) National Bank. Lodge, Hamilton, 98-105. 
Hart, Contemporaries, III, No. 82. MacDonald, 
Documents, Nos. 9 (Hamilton's report), 10 (Jeffer- 
son's opinion on constitutionality), 11 (Hamilton's 
opinion on constitutionality). 

(5) Formation of parties. Hart, Contemporaries, 
III, Nos. 83, 85 (Jefferson's opinion of Hamilton), 86 
(Hamilton's opinion of Jefferson). 

References : 

Walker, Making of the Nation, 78-87. Schouler, I, 
Ch. ii. (use table of contents). McMaster, I, Ch. vi ; 
II, Ch. vii. Lodge, Washington, II, 103-120. Lodge, 
Hamilton, Ch. vii. Morse, Jefferson, 100-129. Gay, 
Madison, Chs. xi, xii. 
c. The new government tested : Whiskey Rebellion ; Indian 

Wars. 

Brief Accounts: Walker, Making, 103-107, 123-125. 
Lodge, Hamilton, 180-184. 

Longer Accounts: Lodge, Washington, II, 81-103, 
120-128. McMaster, II, Ch. ix. Schouler, I. Von 
Hoist, I, 94-104. 

Source: MacDonald, Documents, No. 15 (Washing- 
ton's message, 1794). 
Additional Topics : 

A. " Our Republican Court : " titles, ceremonials, 
levees. Lodge, Washington, II, 50-57. Schouler, I, 
Ch. ii. McMaster, I, Ch. vi. 



336 American History 



B. The First Slavery Debates : import tax ; petitions ; 
fligitive slave law, 1793. Gay, Madison, in Ch. xi. 
Schouler, I. McMaster, I. MacDonald, Documents, 
No. 7. Constitution, I, section 9, clause i ; IV, section 2, 
clause 3. 

C. Political writings : newspapers, pamphlets, foreign 
editors. Schouler, I (use table of contents). Hart, 
Contemporaries, III, No. 87 (an extract from the 
National Gazette). 

D. Find in the Constitution three limitations on the 
power of Congress to tax. 

19. Foreign Relations, i 793-1 800. 

a. Outbreak of war between England and France. (See 

Outline of European History, pp. 190-194.) Procla- 
mation of neutrality is in MacDonald, Documents, No. 
13. Criticism in Hart, Contemporaries, III, No. 94. 

b. Relations with France : Genet ; X, Y, Z affair ; war of 

1798; treaty of 1800. Hart, Contemporaries, III, 
Nos. 95 (Genet) ; 99 (X, Y, Z). Pennsylvania Re- 
prints, VI, No. 2 (X, Y, Z). MacDonald, Documents, 
No. 16. Turner, Diplomatic Contest for Mississippi 
Valley, Atlantic, May-June, 1904; article on Genet in 
American Historical Review, July, 1898. 

c. Relations with England : Jay's Treaty ; constitutional 

questions involved (Schouler, I, 321-329). Important 
extracts in MacDonald, Documents, No. 14. For 
Fisher Ames's famous defence of the treaty in the 
House of Representatives, see Hart, Contemporaries, 
III, No. 97 ; or Johnston's American Orations, I. 
Gallatin's speech is in the latter volume. Pellew, Jay, 
Ch. xi. 

d. Relations with Spain : Mississippi question and the treaty 
of 1795. Ogg, Opening of the Mississippi, 411-459. 

General References : 

Brief Account : Walker, Making of the Nation, 99- 
103, 115-123, 137-144- 

Longer Accounts: Lodge, Washington, II, Ch. iv. 



Outline of American History 337 

Lodge, Hamilton, Chs. viii, ix (first part) . Gay, Madison. 
193-222. Morse, Jefferson, Ch. x. Magruder, Marslial], 
Ch. vii. Morse, Adams, 269-283. 

Source : Hart, Source Book, Nos. 74, 75. 
Additional Topics : 

A. Attacks on Washington. McMaster, H (use table 
of contents). 

B. Washington's Farewell Address. Old South Leaf- 
lets, No. 4. Hill, Liberty Documents, Ch. xviii. 

C. Treaties: How made? May the House refuse to 
vote money necessary to carry out a treaty? Can a treaty 
alter a law of the United States ? Can a law supersede a 
treaty? Constitution, Art. H, section 2, clause 2. Art. I, 
section 9, clause 7. Art. VI, clause 2. McMaster, H, 
266-276. Bryce, Commonwealth, 78-80 (or I, 106-109). 

20. Fall of the Federalists, 1798-1801. 

a. Alien and Sedition Acts ; Virginia and Kentucky Reso- 

lutions. The text of the acts and resolutions is in 
American History Leaflets, No. 15 ; MacDonald, Docu- 
ments., Nos. 16-23. 
Brief Account: Walker, Making of the Nation, 149- 

155- 
Longer Accounts : Gay, Madison, Ch. xv. Von Hoist, 

L 141-167. McMaster, H, 389-403; Ch. xi (sedition 

trials, use index). 

Sources: Hart, Contemporaries, HI, Nos. loi, 104. 

Constitution, Amendments, L American Orations, I 

(Nicholas on the sedition act). 

b. Party organization and conflicts, and the election of 

1800-1801. 

Brief Accounts: Walker, Making of the Nation, 157- 
167. Lodge, Hamilton, 225-236. 

Longer Accounts : Stanwood, Presidential Elections ; 
or History of the Presidency. Schouler, I, 472-500. 
McMaster, H. Ch. xi (use table of contents). 

Sources: Hart, Contemporaries, HI, Nos. 103, 105. 
Constitution, Art. II, section i. 



338 



American History 



IX. The Jeffersonian Republicans, 1801-1817. 

21. General Principles and Domestic Policy of Jeffer- 

son's Administration. 

a. Inaugural address. American Orations, I. Old South 

Leaflets, No. 104. Hart, Contemporaries, III, No. 106. 
A Federalist's comment on Jefferson, Hart, Source 
Book, No. ']']. Hart, Formation of Union, 176-179. 
Longer criticism in Henry Adams, I, Ch. vii. Henry 
Adams, History of the United States (during the ad- 
ministrations of Jefferson and Madison), is the best 
authority for the period 1801-1817. Morse, Jefferson, 
209-218. Schouler, II, 1-4. 

b. The civil service under Jefferson. Hart, Formation, 179- 

180. Morse, Jefferson, 218-225. Schouler, II, 6-12. 
Source : Contemporaries, III, No. 107. 

c. The attack on the judiciary : Schouler, II, 86-89. 

McMaster, III, 162-183. Henry Adams, II, 143 
(Pickering) ; Ch. x (trial of Chase). Adams, John 
Randolph, 130-152. 

Source : Constitution, Art. I, section 2, clause 5 ; section 
3, clauses 6, 7. 

d. Financial policy : reduction of debt ; retrenchment in 

army and navy. Hart, Formation, 182-183. Schouler, 
II, 22-25. Walker, 175. Henry Adams, I, 238-243. 
Stevens, Gallatin, Ch. vi. 

22. Expansion. 

a. Louisiana Purchase ; territorial and constitutional impor- 
tance. 

Brief Accounts: Hart, Formation, 185-187. Walker, 
Making, 177-184. 

Longer Accounts : Oilman, Monroe, 74-93- H. Adams, 
II (best account). Schouler, II, 40-59. McMaster, II, 
Ch. xiii; III, Ch. xiv. Von Hoist, I, 183-192 (chiefly a 
discussion of its constitutionaHty). Roosevelt, Winning 
of the West, IV, Ch. vi. Hosmer, History of the Louisi- 
ana Purchase. Ogg, Opening of the Mississippi. Turner, 
in Atlantic, May-June, 1904. 



Outline of American History 339 

Sources : American Orations, I (Josiah Quincy on the 
admission of Louisiana as a state). Contemporaries, III, 
Nos. 111-114, 123 (Quincy's speech). Source Book, 
No. 78. MacDonald, Documents, No. 24 (Treaty of ces- 
sion). Old South Leaflets, No. 105 (Louisiana in 1803). 
b. Oregon; Lewis and Clark expedition, 1 803-1 806. Mc- 

Master, II, 633-635 ; III, 142-144. Henry Adams, II, 

12, 215. Roosevelt, Winning of the West, IV, Ch. vii. 

Sources : Old South Leaflets, No. 44 (Jefferson's in- 
structions to Lewis). Contemporaries, III, No. 115 (ex- 
tract from report of Lewis and Clark). Source Book, 
No. 80 (Gass's Journal). See, also, Larned, Literature 
of American History, pp. 1 72-1 81. 
Map : 

The United States at the close of Jeff'erson's first term. 
Hart, Formation, map 4; same in Epoch Maps. 
Additiofial Topics: 

A. The Federalists' Secession Projects. Hart, For- 
mation, 188-189. Schouler, II, 68-75. McMaster, III, 
42-53. Von Hoist, I, 183-199. 

B. Why did Hamilton accept Burr's challenge .'* Lodge, 
Hamilton, 251-271. 

C. Burr's conspiracy. Hart, Formation, 1 89-191. 
Walker, Making of the Nation, 206-208. Morse, Jeff'er- 
son, 280-285. McMaster, III, 54-88. Constitution, Art. 
Ill, section 3, clauses i, 2. Schouler, II, 133-139. Mc- 
Caleb, The Aaron Burr Conspiracy. 

D. War with the Barbary Pirates. Hart, Formation, 
184-185. Schouler, II, 17-20, 75-78. McMaster, II, 
Ch. xiii; III, 200-208. Henry Adams, I, 244; II, 425. 
Maclay, United States Navy, I. 

Source: Contemporaries, III, No. 108. 
23. Struggle for Neutral Rights. (See Outline of Euro- 
pean History^ pp. 195-196.) 

a. Aggressions by England and France on neutral trade : 
Berlin and Milan decrees; Orders in Council; im- 
pressments. 



340 American History- 



Brief Accounts: Hart, Formation, 191-195, Walker, 
Making, 190-197. Channing, United States of America, 
174-180. 

Longer Accounts : Morse, Jefferson, 255-267. Schouler, 
II, Ch. vi. McMaster, III, 219 and following. Henry 
Adams, III, Chs. iv, xvi. 

Sources : Source Book, Nos. 74, 76, 79. Contem- 
poraries, III, Nos. 116-119. 

b. Retaliatory measures : non-importation ; embargo ; non- 

intercourse act; Macon's bill No. 2. 

Brief Accounts: Hart, Formation, 192-203. Walker, 
Making, 199-203, 217-224. 

Longer Accounts : Morse, Jefferson, Ch. xvii. Gay, 
Madison, Ch. xvii. McMaster, III, especially Chs. xix, xx. 
Schouler, II. Henry Adams, IV. 

Sources : MacDonald, Documents, Nos. 27 (embargo 
act), 28 (non-intercourse act). Contemporaries, III, 
Nos. 121, 122 (embargo). Source Book, No. 31. 

c. The War of 1812: causes, French, English, and Ameri- 

can ; comparison of strength ; military and naval 
warfare ; opposition to the war (Hartford Convention) ; 
treaty of peace. For the influence of the young 
Republicans, see Schurz, Clay, I, Ch. v; McMaster, 
III, 419, 427-440; Henry Adams, VI, 122-153. Clay's 
speech on the war is in American Orations, I, and 
Contemporaries, III, No. 125. For Randolph's speech 
on the militia bill, see American Orations, I. Causes 
of the war : MacDonald, Documents, No. 29 ; Source 
Book, No. 83. Declaration of war, MacDonald, No. 30. 
On the military and naval events : McMaster, IV (use 
table of contents) ; Henry Adams, VI-VIII (use table 
of contents) ; Roosevelt, Naval War of 1812 ; Maclay, 
United States Navy. On the Hartford Convention 
and opposition in general to the war : Hart, Forma- 
tion, 214-218 ; Walker, Making, 240-247 ; Von Hoist, 
I, 253-272 ; McMaster, IV, Ch. xxviii, especially 247- 
252; Schouler, II, 461-476; Henry Adams, VIII, IX; 



Outline of American History 341 

MacDonald, Documents, No. 32 (report of the Hart- 
ford Convention). Treaty of Peace and results of the 
war: Hart, Formation, 218-222; McMaster, IV, 256- 
276; Schouler, II, 477-485; Schurz, Clay, I, Ch. vi ; 
Morse, J. Q. Adams, 75-98; Stevens, Gallatin, 312- 
337 ; Henry Adams, IX ; MacDonald, Documents, No. 
31 (treaty of Ghent); Contemporaries, III, No. 128 
(discussion of the treaty by J. Q. Adams) ; Source 
Book, No. 87 (discussion of the peace, Gallatin). 
Sources : Contemporaries, III, Nos. 124 (capture of the 
Java), 127 (campaign of New Orleans). Source Book, 
Nos. 84 (capture of the Guerriere), 85 (capture of 
Washington), 86 (battle of New Orleans). Historical 
Sources in Schools, § 82. For further references and 
* for criticisms of books on war of 1812, see Larned, Liter- 

ature of American History, pp. 167-172. 
Additional Topics : 

A. Group all the clauses of the Constitution which 
relate to war. 

B. The Speaker of the House of Representatives. 
Bryce (abridged edition), 104-107. Wilson, Congres- 
sional Government, 103-111. Follett, The Speaker. 

X. Reorganization, 1817-1829. 
24. Economic Reorganization. 

a. The tariff: effects of the events of 1 808-1 81 5 on com- 
merce, agriculture, and manufacturing ; protectionist 
arguments; attitude of the political leaders. Clay, Cal- 
houn, Webster, and Randolph; tariff acts of 1816, 
1824, 1828. 

Brief Accounts: Hart, Formation, 225, 229-231, 247, 
257. Walker, Making, 257-261. Burgess, Middle 
Period, 1 09-11 5, 157-163. 

Longer Accounts : Taussig, Tariff History, 1-24, 68-103 
(best account). Schurz, Cla}'-, I, 1 26-1 31 (act of 1816), 
212-221 (act of 1824, "American System"). Lodge, 
Webster, 1 54-1 71 (an interesting account of Webster's 
attitude towards the tariff, 1 816-1828). Von Hoist, 



342 American History 



Calhoun, 33-35, 66-73. Henry Adams, Randolph, 279. 
McMaster, IV, Ch. xxxi ; V, Ch. xlvi. Dewey, Financial 
History. 

Sources: Hart, Contemporaries, HI, Nos. 129 (com- 
mercial effects of the war), 130 (Randolph's objections 
to a protective tariif ). MacDonald, Documents, Nos. 44, 
45 (protests of South Carolina and Georgia against the 
tariff of 1828). American Orations, IV, 202 (Clay's 
speech on protection). 
b. Banking : evils of state banks ; the second United States 

Bank, 1816. 

Hart, Formation, 226-227. Walker, Making, 261-262. 

Longer: McMaster, IV, III, Chs. xxx, xxxvi. 

Sources: MacDonald, Documents, No. 33 (bank act 
of 1816). Hart, Contemporaries, III, No. 132 (state 
banking) . 
25. Westward Migration and Internal Improvements. 

a. Westward migration : influence of conditions on the sea- 

board (McMaster, IV, 381-385) ; methods and routes 

of travel; conditions of western life, 1800-1830. 

McMaster, IV, Ch. xxxiii. Roosevelt, T. H. Benton, 
Ch. i. Roosevelt, Winning of the West, IV, Ch. v. 
Century Magazine, Vol. 63, Nov. 1901-Jan. 1902, articles 
by Hough. Shaler, United States, I, Ch. v, especially 
287-303. Higginson, Larger History, Ch. xvii. Sparks, 
Expansion of the American People. 

Sources: Contemporaries, III, Ch. xxi. Source Book, 
Nos. 90, 92, 93. Historical Sources in Schools, § 83. 

b. Internal improvements : need of better communication be- 

tween East and West (McMaster, School History, 279- 
282) ; political and economic results of the Erie Canal 
and the railroads ; the constitutional question involved. 
McMaster, IV, 411-429, V, 132-136. Von Hoist, Cal- 
houn, 35-37. Burgess, Middle Period, 11 6-1 22, 166-170. 
Sparks, Men Who made the Nation, Ch. vii. Schouler, 
11,296-298; 111,346-352; IV, 122-131. Encyclopaedias 
(articles on " Railroads "). 



Outline of American History 343 

Sources: Contemporaries, III, Nos. 131 (Calhoun), 
165, 166, 167 (travel by rail, coach, and canal), Gilman, 
Monroe, 239-248 (summary of Monroe's vetoes). Cald- 
well, Survey, 233 (American History Studies, No. 10). 
Old South Leaflets, No. 108 (steamboat). 
c. The Indians in Georgia and the question of State Sover- 
eignty. 

Hart, Formation, 255-256. Wilson, Division and Re- 
union, 36-38. Burgess, Middle Period, Ch. x. Schouler, 
III, 370-380. 

For flirther references on Expansion, 1 783-1 828, see 
Lamed, Literature of American History, pp. 172- 
181. 
26. Slavery and the Missouri Compromises. 

a. Slavery extension, 1783-1818: constitutional recognition 

of slavery ; fugitive slave act, 1793 ; economic and polit- 
ical effects of the cotton gin ; balancing of states ; ex- 
tent of slavery, 181 8 {jjiap). 
Burgess, Middle Period, 48-60. Schouler, III, 134- 

146. Von Hoist, I, 302-356 (340-356, economic contrast 

between the free and slave states). 

b. The struggle for Missouri : significance of the contest ; 

first compromise (Tallmadge, Thomas) ; second com 

promise (Clay) ; constitutional questions involved ; 

cite the sections of the Constitution of the United 

States relating to these questions. 

Rhodes, History of United States since Compromise of 
1850, I, 29-38. Burgess, Middle Period, Ch. iv (detailed 
and constitutional). Schurz, Clay, I, Ch. viii. McMas- 
ter, IV, 570-601. Von Hoist, I, 357-381. Schouler, III, 
155-173. Henry Wilson, Rise and Fall of the Slave 
Power, I, Chs.. xi, xii. 

Sources: MacDonald, Documents, Nos. 35-41. Con- 
temporaries, III, Nos. 135, 136 (comments on compro- 
mise). Source Book, No. 91 (J. Q. Adams's comments). 
American Orations, II. Historical Sources in Schools, 
§83. 



344 American History 

Map : 

Status of slavery, 1821. Shade the portions of the 
country affected by the compromise. 
27. The Monroe Doctrine and the Panama Congress. 

a. Conditions leading to the Monroe doctrine. 

McMaster, V, 31-34. Paxson, Independence of the 
South American Repubhcs. Contemporaries, III, Nos. 
142 (Holy Alliance), 145 (Russian ukase). (See Outline 
of European History^ p. 198.) 

b. Earlier statements of the principles of the doctrine. 

American History Leaflets, No. 4. Contemporaries, 
III, No. 147 (extracts from Monroe's earher messages). 
American Historical Review, July and October, 1902, 
contains a noteworthy article (" John Quincy Adams and 
the Monroe Doctrine," by Worthington C. Ford), on the 
correspondence leading up to the message of 1823; see 
especially the final paragraph. Gilman, Monroe, 162-170. 

c. Contemporary comment on the doctrine. 

For significant extracts from the message, see Mac- 
Donald, Documents, No. 43 ; Contemporaries, III, No. 
147 ; American History Leaflets, No. 4 ; Old South 
Leaflets, No. 56; Hill, Liberty Documents, 321. 

For comments, see McMaster, V, 48-53 (footnotes, 
containing English newspaper comments) ; Hill, Liberty 
Documents, 323-328 ; Hart, Contemporaries, HI, No. 148. 

d. Later developments of the doctrine. Hart, " The Monroe 

Doctrine and the Doctrine of Permanent Interest," in 
American Historical Review, October, 1901 ; reprinted 
in his Foundations of American Foreign Policy. 
General References (for Monroe Doctrine) : 

Brief Accounts : Hart, Formation, 241^244. Burgess, 
Middle Period, 123-128. Morse, J. Q. Adams, 130-137. 
Longer Accounts : Gilman, Monroe, Ch. vii. Schouler, 
111,277-293. McMaster, V,Ch.xli. Hill, Liberty Docu- 
ments, 329-339. 

e. The Panama Congress. 

Hart, Formation, 251-253. Burgess, Middle Period, 



Outline of Am'erican History 345 

146-155. Schouler, III, 358-366. Von Hoist, I, 409- 
419, 429 and following. Schurz, Clay, I, 267-273. 
McM aster, V, Ch. li. 
28. Political Reorganization and the Triumph of Jack- 
son. 

a. Growth of nationalism as shown by Supreme Court 

decisions. 

Hart, Formation, 234-236. McMaster, V, Ch. 1. 
Magruder, John Marshall, Ch. x. Thayer, Marshall. 
Lodge, Webster, Ch. iii (Dartmouth College case). 

Sources: Contemporaries, No. 133 (extract from Mc- 
Culloch vs. Maryland). Hill, Liberty Documents, Ch. 
xix (McCulloch case with comments). Historical 
Sources in Schools, § 83. 

b. The "scrub race for the presidency," 1824-1825, 

Stanwood, Presidential Elections, Ch. xi, or his 
Presidency. Burgess, Middle Period, 131-136 (brief 
description of candidates). On the " corrupt bargain " 
charge, see Morse, J. Q. Adams, 181-189. Schurz, Clay, 
I, Ch. x. Sumner, Jackson, Ch. iv. 

c. New political methods, and the election of 1828. 

Hart. Formation, 246-247, 259-262. Fiske. Civil Gov- 
ernment, 216-217, 261-263 (gerrymander, spoils). 

Stanwood, History of the Presidency, or his Presi- 
dential Elections, Ch. xii. Schurz, Clay, I, 288-292. 
Wilson, Division and Reunion, 9-26 (significance of 
Jackson's election). Brown, Jackson. 106-117. 

Source : MacDonald, Documents, No. 42 (tenure of 
office act of 1820). 
d. Personal features of Jackson's administration : Jackson's 

character ; the Kitchen cabinet ; the spoils system in- 
troduced into national politics. 

Wilson, Division and Reunion, 26-34. Roosevelt, 
Benton, Ch. iv. Brown, Jackson, 1 18-128. Sumner, 
Jackson, 102-4, 140-163. Schouler, HI, 451-461. Mc- 
Master, V, 525-536. 

Sources: Contemporaries, HL Nos. 158 (removals). 



346 American History 

160 (extract from Major Jack Downing), 162 (Jackson's 
statement of principles). Source Book, No. 102 (ex- 
tract from Major Jack Downing). 
Additional Topics : 

A. Indian troubles, 1 824-1 828, 1 830-1 832. Hart, 
Formation, 255-256. Wilson, Division and Reunion, 
36-38. Burgess, Middle Period, 210-220. Schouler, III, 
370-380,477-480; IV, 233-235. Morse, J. Q. Adams. 
Sumner, Jackson. 

B. Jackson as a type of American frontier life in 1829. 
Brown, Jackson. 

C. Internal improvements. 

D. Public lands. 

For further references and for criticisms of books for 
periods VII-X, see Larned, Literature of American His- 
tory, pp. 1 52-1 81, and index. 
XI. National Democracy, 1829-1844. 
29. Nullification in South Carolina; the Question of 
State Sovereignty. 
a. The " great debate " : nullification in theory. 

Wilson, Division and Reunion, 43-48. Schouler, III, 
483-488. Lodge, Webster, 172-204 (includes estimate 
of Webster as an orator) . 

Sources : Important extracts in MacDonald, Docu- 
ments, Nos. 47, 49 (Webster), 48 (Hayne). Hart, Con- 
temporaries, III, Nos. 159 (Webster), 161 (Calhoun). 
American History Leaflets, No. 30 (extracts from Webster, 
Hayne, and Calhoun). Johnston, American Orations, I, 
196 (Calhoun), 213 (Hayne), 223 (Webster). 
d. The contest with South CaroHna : nullification in practice. 
Wilson, 48-63. Burgess, 220-241. Schurz, Clay, II, 
Ch. xiv. Roosevelt, Benton, Ch. v. Von Hoist, Cal- 
houn, 66-84, 96-108. Sumner, Jackson, 194-206; Ch. 
x; 281-291. Schouler, IV, 85-109. 

Sources : MacDonald, Documents, Nos. 53 (ordinance 
of nuUification), 55 (Jackson's proclamation), 56 (act for 
enforcing the tariff", force bill). 



Outline of American History 347 

c. Compare the action of South Carolina in 1 832-1 833 with 
that of (i) Virginia and Kentucky in 1 798-1 799; 
(2) Massachusetts in 1813-1815; (3) Georgia in 
1825-1827. See sections 20, a\ 23, ^ (Hartford Con- 
vention, etc.) ; and 25, c^ or 28, Additional Topic A. 
30. Financial Questions, i 830-1 842. 

a. Jackson's war on the bank : objection to the bank ; 

election of 1832; removal of deposits; censure and 

protest. 

Wilson, Division and Reunion, 69-88. Brown, Jack- 
son, 137-150. Burgess, Middle Period, Chs. ix, xii. 
Sumner, Jackson. Schurz, Clay, I, 372-382 ; II, Ch. 
XV. Roosevelt, Benton, Ch. vi. Schouler, IV (use table 
of contents). Dewey, Financial History. Von Hoist, 
II, Ch. i. Stanwood, History of the Presidency, or 
Presidential Elections. 

Sources: MacDonald, Documents (Jackson's annual 
messages, Jackson's protest, Benton's expunging resolu- 
tion). American History Leaflets, No. 24. American 
Orations, I (Benton's speech on the expunging reso- 
lution). 

b. Financial depression, 1 837-1 840: "pet banks;" distri- 

bution of surplus revenue ; specie circular ; panic of 

1837; independent treasury, 1840 (1846). 

Wilson, Division and Reunion, 88-98. Schouler, IV. 
Shepard, Van Buren, Chs. viii-ix. Schurz, Clay, II, 
Ch. xix. Roosevelt, Benton, Chs. vii, ix. 

Sources : MacDonald, Documents, Nos. 67 (specie 
circular), 75 (independent treasury act of 1846). 

c. Whig financial measures ; Tyler's bank vetoes ; tariff of 

1842. 

Wilson, Division and Reunion, 133-140. Taussig, 
Tariff History, 112-114, 119-140. Schouler, IV, Ch. 
xvii, section I. Schurz, Clay, II, Ch. xxiii. 
Additiojial Topics : 

A. Nominating conventions. Bryce, Commonwealth, 
Chs. liii. liv. 



348 American History 



B. "Why great men are not chosen presidents." 
Bryce, Ch. viii. 

C. Ashburton treaty, 1842. Lodge, Webster, Ch, 
viii. Schouler, IV, 396-402. 

31. Anti-slavery Agitation, i 831-1838. 

a. Actual conditions of slavery. 

Brief Accounts: Wilson, Division and Reunion, 125- 
132. Schouler, IV, 203-210. Rhodes, History of the 
United States since the Compromise of 1850, I, Ch. iv 
(excellent brief account of slavery about 1850). 

Sources: Contemporaries, III, Ch. xxvi ; IV, Ch. iv. 
Historical Sources in Schools, § 85, p. 250. 

b. Revival of the slavery question : a period of general 

moral and religious revival (Von Hoist, II, 84-85) ; 
new character of the agitation ; leaders (Lundy, Garri- 
son, Birney). 

Brief Accounts: Wilson, Division and Reunion, 117- 
123. Burgess, Middle Period, 242-249. Rhodes, I, 53. 
Schouler, IV, 210-216. 

Longer Accounts : Henry Wilson, Rise and Fall of the 
Slave Power, I, Ch. xiii. Lives of Garrison, especially 
that by W. P. and F. J. Garrison. 

Sources : Old South Leaflets, Nos. 73 (Liberator, I, 
i), 79 (Phillips's eulogy on Garrison). Contemporaries, 
III, No. 174 (Garrison's principles). Old South Leaflets, 
No. 80 (Theodore Parker on slavery). Contemporaries, 
III, No. 181 (Slade). Old South Leaflets, No. 81 (anti- 
slavery convention of 1833). Contemporaries, III, No, 
176 (anti-slavery meetings). MacDonald, Documents, 
No. 63 (Constitution of the American Anti-Slavery 
Society) . 

c. Northern opposition to the abolitionists : public meetings 

and protests ; riots ; social ostracism. 

Schouler, IV, 216-218. 299. Rhodes, I, 60. Von Hoist, 
IL Ch. ii, Wilson, Slave Power, I, Chs. xvii (Prudence 
Crandall), xx, xxi (northern mobs), xxvii (Lovejoy). 

Sources: Source Book, No. 96 (Garrison mob, 1835). 



Outline of American History 349 

American Orations, II (Phillips on the murder of Love- 

joy)- 

d. Constitutional questions involved : right of petition ; free 
speech ; use of the mails. 

Rhodes, I, 67. Burgess, Middle Period, 252-277. 
Morse, J. Q. Adams, 243-280. 

For further references, and for criticisms of books on 
slavery, see Larned, Literature of American History, 
pp. 181-204. 
XII. Slavery in the Territories, 1844-1860. 
32: Annexation of Texas and the Mexican WaRo 

a. Independence of Texas. 

Wilson, Division and Reunion, 141-143. Buro-ess, 
Middle Period, 290-300. Rhodes, I, 76. Schouler, IV, 
247-257, 302-307. Von Hoist, II. 

Source: Contemporaries, III, No. 185 (Houston's 
account of the Texan Revolution). 

b. Annexation of Texas : Tyler's attempt ; the election of 

1844; how annexation was accomplished. 

Rhodes, I, 77-85. Schouler, IV, 440-451, 457-461, 
465-486. Stanwood, History of Presidency, or his 
Presidential Elections. Schurz, Clay, II, 236-268. Von 
Hoist, Calhoun, Ch. viii. Garrison, Texas. 

Source: Contemporaries, III, Nos. 187 (Clay's Raleigh 
letter), 188 (Calhoun's letter to Lord Aberdeen), 189 
(Benton's story of how annexation was secured). 

c. War with Mexico: immediate origin; campaigns of Tay- 

lor, Scott, Fre'mont, and Kearny; Wilmot Proviso; 

treaty of peace. 

Brief Accounts : Wilson, Division and Reunion, 149- 
154. Rhodes, I, 87-93. 

Longer Account : Schouler, IV, V. 

Sources: Lowell, Biglow Papers (extract in Source 
Book, No. 104). Contemporaries, IV, Ch. ii, especially 
Nos. 10 (extract from Polk's message, alleging reasons 
for war). 11 (opposition to war, Corwin), 12, 13 (military 
events. Grant, Scott), 14 (why the whole of Mexico was 



350 American History 



not annexed, Polk), 16 (Wilmof s defence of his Proviso). 
Historical Sources in Schools, § 86. 

See also Larned, Literature of American History, Mex- 
ican War, pp. 204-206. 
33. Struggle over Slavery in the Territories. 

a. Compromise of 1850 : slavery in the Mexican cession. 

(i) Settlement of California. Rhodes, I, 110-116. 
Schouler, V, 130-146. Source Book, No. 105. Con- 
temporaries, IV, No. 18. 

(2) Discussion of compromise measures. Calhoun : 
Contemporaries, IV, No. 19; American Orations, II. 
Clay: American Orations, II; Source Book, No. 100. 
Webster : Contemporaries, IV, No. 20 ; American 
Orations, II. Seward: Contemporaries, IV, No. 22. 
Text of the compromise measures in MacDonald, 
Documents, Nos. 78-83. 

(3) Workings of the Fugitive Slave Law. Burgess, 
Middle Period, 365-375. Rhodes, I, 208-213, 222- 
226, 499-506; II, 73-77. Source Book, No. 107 
(Shadrach case). Hart, Chase, 1 63-1 71. Henry 
Wilson, Slave Power, II, Chs. xxvi, xxxiii. Contem- 
poraries, IV, Nos. 30 (Parker), 31 (Burns), 29, 32 
(underground railroad), 33 (a personal liberty act). 
Sumner's speech in favor of the repeal of the law is 
in American Orations, IL See also Rhodes, I, 265- 
269. 

General References : 

Brief Account: Wilson, Division and Reunion, 165- 

178. 
Longer Accounts : Rhodes, I, Ch. ii. Schouler, V, Chs. 

xix, XX. Schurz, Clay, II, Ch. xxvi. Lodge, Webster, 

289-332. Henry Wilson, Slave Power, II. 

Sources : See Historical Sources in Schools, § 86, for 

additional references. 
d. The Kansas-Nebraska Act and the Struggle for Kansas : 
Douglas's real object ; Topeka and Lecompton consti- 
tutions ; civil war in Kansas ; English Bill. 



Outline of American History 351 

Brief Accounts: Wilson, Division and Reunion, 182- 
187, 199. Hart, Chase, 133-147. 

Longer Accounts : Rhodes, 1, 424 ; II (excellent detailed 
account), especially Ch. vii (use table of contents), e.g. 
struggle for Kansas, Sumner's " Crime against Kansas," 
and the assault on Sumner. Burgess, Middle Period, 
Chs. xix (detailed account of the passage of act), xx 
(struggle for Kansas, civil war in Kansas). Schouler, 
V, Chs. xxi, xxii (use table of contents). Spring's Kan- 
sas (American Commonwealth Series). Storey, Sumner, 
Ch. vii, especially 109-117 (Sumner's defiance of South- 
ern "fire eaters"), Ch. viii, Brooks's assault on Sumner 
(138-153). Lothrop, Seward, Chs. ix, x, 172 and follow- 
ing. Henry Wilson, Slave Power, II, Ch. xxxv (civil 
war in Kansas), xxxvi (assault on Sumner) ; see table 
of contents for additional chapters on Kansas Struggle. 
On the rise of the Republican party, see Rhodes, II ; 
Contemporaries, IV, No. 35. 

Sources : MacDonald, Documents, Nos. 85-88 (deahng 
with the Kansas-Nebraska act). No. 90 (extract from 
the report of the House committee to investigate affairs 
in Kansas), No. 92 (Lecompton constitution). Contem- 
poraries, IV, Ch. vi, Nos. 36 (free-soil emigration), 38 
(pro-slavery emigration), 39 (civil war in Kansas). 
Source Book, Nos. 108 (Benton's criticism of the act), 
109 (conditions in Kansas). For the Appeal of the 
Independent Democrats, see American History Leaflets, 
No. 17. Sumner's speech on the "Crime against Kan- 
sas " is in Old South Leaflets, No. 83, and in American 
Orations, III, 88. 

Dred Scott Decision, 1857 : slavery throughout the terri- 
tories. 

Brief Accounts: Burgess, Middle Period, 449-459. 
Schouler, V, 376-381. 

Longer Accounts: Rhodes, II, 249-271 (good for inner 
history of the case, and for contemporary comment). 
Henry Wilson, Slave Power, II, Ch. xxxix. 



352 American History 



Sources: Hill, Liberty Documents, Ch. xxi. Mac- 
Donald, Documents, No. 91. American History Leaflets, 
No. 23. Contemporaries, IV, Nos. 42, 43. Source Book, 
No. no. 

d. Lincoln-Douglas Debates, 1858 : the issues defined. 

Brief Accounts : Burgess, Civil War and the Constitu- 
tion, I, 19-26. Schouler, V, 410-416. 

Longer Accounts : Morse, Lincoln (for the debate, see 
I, Ch. v). Rhodes, H, 308-343. Henry Wilson, Slave 
Power, II, Ch. xliii. Brown, Douglas. Tarbell, Lincoln. 

Sources : American Orations, III, 154-194. Old South 
Leaflets, No. 85. Contemporaries, IV, Nos. 44 (Lincoln's 
"House Divided"" speech), 45 (Seward's "Irrepressible 
Conflict " speech). Source Book, No. in (Douglas). 

e. John Brown's Raid, 1859. 

Brief Accounts : Burgess, Civil War, I, 35-44. Schou- 
ler, V, 437-448. 

Longer Account: Rhodes, II, 383-416. 
Sources : Old South Leaflets, No. 84. Source Book, 
No. 112. Contemporaries, IV, Nos. 47, 48. 

f. The Election of i860: split in the Democratic party; 

the Republican convention ; the campaign. 

Brief Account: Wilson, Division and Reunion, 204- 
210. 

Longer Accounts: Rhodes, II, 440-502. Stanwood, 
Presidency, or Presidential Elections, Ch. xxi. Schouler, 
V, 454-469. Morse, Lincoln, I, Ch. vi. Lothrop, Sew- 
ard, Ch. xi. Hart, Chase, Ch. vii. Burgess, Civil 
War, I, Ch. iii. 

Source: Contemporaries, IV, Ch. viii. 
Map Work: 

(i) Show, by a series of maps, the status of slavery in 
1 85 1, 1855, i860 (Epoch maps). 

(2) Show, by a series of charts, the sectionalization of 
political parties in the elections of 1852, 1856, i860. 
Additional Topics : 

A. Webster's services to the idea of national union. 



Outline of American History 353 

B. Clay^'s character and services. 

C. Uncle Tom's Cabin. Rhodes, I, 278-285. Old 
South Leaflets, No. 82 (Mrs. Stowe's story of Uncle 
Tom's Cabin). Read the book itself. 

D. Cuba and the Ostend Manifesto. Rhodes, II, 
Ch. vi. MacDonald, Documents, No. 89. American 
History Leaflets, No. 2. 

E. The Isthmian Canal Question. Rhodes, II. 
MacDonald, Documents, No. 'j'j. American History 
Leaflets, No. 34. Contemporaries, IV, No. 195 (Nicara- 
gua canal). 

F. The Know-Nothing Party. 

G. The panic of 1857. 

XIII. Secession and Civil War, 1860-1865. 
34. Secession of the Southern States. 

a. Underlying causes ; process of secession ; constitution of 

the Southern Confederacy. 

Wilson, Division and Reunion, 210, 239-244. Rhodes, 

III, Chs. xiii, xiv. Burgess, Civil War and the Consti- 
tution, I, Ch. iv. Schouler, V, 474-480, 488-493. 

Sources: American Orations, III, Ch. vi (secession 
speeches) ; IV, 39 (Stephens''s " corner-stone ^' speech ; 
extract also in Source Book, No. 113). Contemporaries, 

IV, Chs, ix, X. MacDonald, Documents, Nos. 94 (South 
Carolina Secession Ordinance), 97 (Constitution of the 
Confederate States). American History Leaflets, No. 12. 

b. Attempts at compromise. 

Rhodes, III, Ch. xiii, xiv. 

Sources: Contemporaries, IV, Ch. xi. MacDonald, 
Documents, Nos. 93 (Crittenden compromise), 95, 96 
(proposed constitutional amendments). 

c. Abraham Lincoln and his policy. 

Wilson, Division and Reunion, 216-218. Morse, 
Lincoln, I, 219-241, 273-282. Rhodes, III, 316-320, 
325-346. Nicolay and Hay, Lincoln. Tarbell, Lincoln. 

Sources: Old South Leaflets, No. 11, or American 
Orations, IV, 16 (Lincoln's first inaugural address). 



354 American History 



American History Leaflets, No. i8 (inaugural and first 
message). Historical Sources in Schools, § 87. 
Map Work: 

The seceding states. Indicate, also, the loyal, but 
slave-holding, states. 
Additional Topic: 

Summary of State Sovereignty ideas, 1 783-1 861. 
35. The Civil War, 1861-1865. 

a. Fort Sumter, and the uprising of the North. 

Rhodes, III, 325-374. Burgess, Civil War, I, Ch. vii. 
Sources : Hart, Contemporaries, IV, Ch. xii. Source 
Book, Nos. 114 (Sumter), 115 (rousing of the North). 

b. The sections in 1861 compared: population; economic 

resources ; military spirit. 

Rhodes, III, 397-413. Atlantic Monthly, December, 
1901, article on the "Resources of the Confederacy." 
Hart, " Why the South Lost," New England Magazine, 
November, 1891 ; reprinted in his Practical Essays on 
American Government. Cambridge Modern History, 
VII, Chs. xiv, xviii-xix. Schwab, Confederate States 
of America, 1 861-1865. 

c. General plan of campaign and chief military events : 

1861. Bull Run, and the organization of the eastern 

army by McClellan. 

1862. East: Peninsular campaign ; Antietam ; Fred- 

ericksburg. 
West : Opening of the Mississippi — Forts Henry 

and Donelson, Shiloh, New Orleans. 
Eastern Te?inessee : to isolate the Gulf states. 

1863. East: Chancellorsville ; Gettysburg. 
West : Vicksburg. 

Eastern Tennessee : Chickamauga ; Chattanooga. 

1864. East: Grant's move on Richmond. 

Sheridan in the Shenandoah Valley. 
West: Sherman's march from Chattanooga to 
Atlanta ; " from Atlanta to the Sea ; " 
Thomas's campaign and its importance. 



Outline of American History 355 

1865. Closing in on Lee; Appomattox. 
1861-1865. The work of the navy. 

Brief Accounts : Dodge, A Bird's-eye View of the Civil 
War (brief accounts of the military events by an expert). 
General Wm. T. Sherman, "The Grand Strategy of the 
War of the Rebellion,'' Century Magazine, Vol. 35, 580- 
598 (1887-8), gives in comparatively brief space the gen- 
eral plan of the war with the clearness of a master. 

Longer Accounts : Rhodes, III, IV, V. Schouler, VI. 
Fiske, Mississippi Valley in the Civil War. Ropes, 
Story of the Civil War (to 1863). Maclay, United 
States Navy. Nicolay and Hay, Life of Lincoln. C. F. 
Adams, Lee at Appomatox. Cambridge Modern History, 
VII, Chs. xiv-xvii. 

Sources : Hart, Contemporaries, IV, Chs. xviii, xix, xx, 
xxii. Source Book, Ch. xviii. Century War Book 
(Johnson and Buell, editors), Battles and Leaders of the 
Civil War, 4 vols. Scribner's Series, Campaigns of the 
Civil War, 13 vols. Grant, Memoirs. Sherman, Memoirs. 

For further references, see Larned, Literature, pp. 213- 
260. 

Financial management of the war: tariff; internal taxa- 
tion ; paper-money ; national banking system. 
Schouler, VI, 282-287. Rhodes, III, IV (use table 
of contents). Dewey, Financial History. Hart, Chase, 
Chs. ix, xi. Taussig, Tariff History, 155-169. Condi- 
tions in the South, Cambridge Modern History, VII, Ch. 
xix; Schwab, Confederate States of America, 1861-1865. 

Source : MacDonald, Select Statutes. 
Attitude of Europe towards the war. Rhodes, III, Chs. 
XV, xvi (use table of contents) ; IV, Chs. xvii, xxii 
(excellent). Adams, C. F. Adams, Chs. ix-xvii, espe- 
cially Chs. xii (Trent affair), xiv (cotton famine), xvi 
(effect of the emancipation proclamation), xvii (the 
Alabama). Schouler, VI, 111-116, 261-274. Morse, 
Lincoln, I, Ch. xii (Trent affair). Burgess, Civil 
War, II, Ch. xxxiii (French in Mexico). ' 



35^ American History 

Sources : Contemporaries, IV, Nos. 98 (John Bright), 
. 99 (Trent affair), 100 (attitude of Napoleon III). 

f. Conditions incidental to war ; enlistments ; bounties ; 

prison life ; camps ; railroad and telegraph ; sanitary 

and Christian commissions ; the work of the pupiPs 

own town or city. 

Schouler, VI, 290-316, 400-424. Facts maybe picked 
out of most of the detailed histories of the war (see 
above, ^). For conditions in southern states, see Cam- 
bridge Modern History, VII, Ch. xix ; Schwab, Con- 
federate States of America, 1861-1865. 

Sources : Contemporaries, IV, Pt. V. Source Book, Nos. 
117 (southern soldier), 118 (supplies for the wounded). 

g. Northern opposition to the war. Morse, Lincoln, II, 
182-199. Rhodes, IV, 221-236, 245-255, 320-332. 

Sources: Contemporaries, IV, No. 121 (draft riots). 
American Orations, IV, 82 (Vallandigham's speech). 
//. Emancipation. 

Schouler, VI, 214-224. Rhodes, III, 630; IV, 67-76, 
157-163, 212-219. Morse, Lincoln, II, Chs. i, iv, xii. 

Sources: Contemporaries, IV, Ch. xxi. American 
History Leaflets, No. 26 (Lincoln's reply to Greeley). 
Source Book, Nos. 120 (Lincoln's account of the history 
of the proclamation), 124 (Lincoln on the relation of 
slavery to the war). MacDonald, Select Statutes. Old 
South Leaflets, No. 11 (emancipation proclamation). 
Constitution, Amendment XIII. 
Additwnal Topics : 

A. Grant's military ability. 

B. Lee as a General. C. F. Adams, Lee at Appo- 
matox and Other Papers. See also above under c. 

XIV. Problems of Peace, 1865-1904. 
36. Reconstruction, the New South, and the Race 
Problems. 
a. Principles of reconstruction : policy of Lincoln and of 
Johnson ; congressional policy ; the Reconstruction Act 
of 1867 ; constitutional amendments. 



Outline of American History 357 

Brief Accounts: Wilson, Division and Reunion, 256- 
263. Bryce, Commonwealth, II, 468-480. 

Longer Accounts: Burgess, Reconstruction and the 
Constitution. Dunning, Essays on the Civil War and 
Reconstruction, 2d Essay. Storey, Sumner, Chs. xviii, 
xix. McCall, Stevens, Chs. xiii-xvi. Hart, Chase, 
Chs. xiii, xiv. Blaine, Twenty Years of Congress, II. 
Atla7itic Monthly^ January-October, 1901, series of arti- 
cles on reconstruction. 

Sources : Contemporaries, IV, Ch. xxiv. MacDonald, 
Select Statutes. American Orations, IV, 129-188. Hill, 
Liberty Documents, Ch. xxiii. Source Book, No. 130. 

b. Process of reconstruction : conditions in the South at the 

close of the war ; southern opposition to the freedmen ; 

freedmen's bureau ; carpet-bag government ; struggle 

between Congress and President Johnson. 

Wilson, Division and Reunion, 260-277. Cambridge 
Modern History, VII, 622-633, 640-642. Brown, Lower 
South in American History, 191-225. Blaine, Twenty 
Years of Congress, II. Burgess, Reconstruction and the 
Constitution. Wilson, American People, V, Ch. i. 

Sources: Southern conditions as seen by Northern 
observers: Contemporaries, IV, Nos. 141 (Mrs. Botune), 
142 (Godkin), 143 (Carl Schurz), 144 (General Grant). 
Contemporaries, Nos. 151 (Southern legislation against 
freedmen, 154 (impeachment proceedings), 156 (Ku Klux 
Klan), 157 (carpet-bag government). MacDonald? 
Select Statutes. Source Book, Nos. 127, 128, 131, 
132. 

c. The new South and the race problem : economic devel- 

opment ; social and industrial progress of the negro ; 

revision of constitutions of Southern states. 

Brown, Lower South, 247-271 (shifting the white man's 
burden). Andrews, The Last Quarter Century (1870- 
1895), II» 150-156, Ch. xii (disfranchisement, economic 
conditions). Dunning, in Atlantic Monthly, October, 
1901. Outlook, December 31, 1898 (race problem). 



358 American History 



McClure's, March-May, 1904. T. N. Page, in Scribner's, 
July, 1904. A. H. Grimke, in Atlantic Monthly, July, 
1904. Bryce, Commonwealth, II, 483-490, Ch. xciii. 

Sources: Contemporaries, IV, Nos. 203 (southern 
election frauds), 205 (H. W. Grady), 208 (Booker 
Washington). 
2p. Political Problems since 1865. 

a. Party contests: Liberal Republicans, 1872; Hayes- 

Tilden contest, 1 876-1 877 ; Democratic triumph, 1884 ; 

split in Democratic party, 1896; party issues. 

Wilson, Division and Reunion, 281-290, 296. Blaine, 
Twenty Years of Congress, II. Stan wood, Presidency 
or Presidential Elections. Andrews, Last Quarter Cen- 
tury. Wilson, American People, V, 104-112; 169-184; 
253-263. McClure's Magazine, July, 1904. 

Sources: Contem.poraries, IV, Nos. 159 (1876-1877) ; 
160 (1880); 161 (1884). MacDonald, Select Statutes. 
h. Civil service reform. 

Brief Accounts : Wilson, Division and Reunion, 277, 
293-294. Hinsdale, American Government, 273-279. 
Wilson, Congressional Government (index, Civil Service). 

Longer Accounts: Bryce, Commonwealth, II, Ch. Ixv 
(spoils). See interesting chapters on Rings and Bosses, 
and on the Machine ; also, Chs. Ixxxviii, Ixxxix. 

Sources : American Orations, IV, 367 (G. W. Curtis) ; 
400 (Carl Schurz). Hart, Source Book, No. 137 (Curtis 
on civil service reform). Contemporaries, IV, Nos. 199 
(Carl Schurz), 202 (Bird S. Coler). MacDonald, Select 
Statutes. Reports of the Civil Service Commission. 
c. Foreign Relations, 1865-1904: Purchase of Alaska; 

treaty of 1871 with Great Britain, and the Geneva 

award; Venezuelan affair, 1895 ; annexation of Hawaii ; 

war with Spain ; the Philippine problem ; indepen- 
dence of Cuba ; American policy in China ; Isthmian 

canal. 

Cambridge Modern History, VII, 670-672, 674-686. 
Woolsey, America's Foreign Policy. Foster, American 



Outline of American History 359 

Diplomacy in the Orient, Chs. xi, xii. Wilson, American 
People, V, 269-300. Larned, History for Ready Refer- 
ence, VI. 

Sources: Hart, Contemporaries, IV, Nos. 174, 175, 
178, 179, 192-194, Chs. XXX, xxxi. MacDonald, Select 
Statutes, Nos. 63, 93, 126, 128-131. 
d. Problems of municipal government. 

Goodnow, Municipal Problems. Reports of the Na- 
tional Municipal League (Philadelphia). Hart, Contem- 
poraries, IV, No. 206. Steffens, The Shame" of the 
Cities. Steffens, Enemies of the Republic, in McClure's, 
April- August, 1904. 
38. Economic Problems since 1865. 

a. The tariff : attempts to reduce the war tariff; Cleveland's 

tariff message, 1887; the McKinley Act, 1890; the 

Wilson Act, 1894; the Dingley Act, 1897; movement 

for reciprocity and tariff reform. 

Taussig, Tariff History. Dewey, Financial History. 
Wilson, American People, V, 187-194. American Ora- 
tions, IV, 38 (Hurd's speech in favor of free trade; 
compare Clay's speech, same volume). 

b. Currency : resumption of specie payments ; the silver- 

coinage struggle. 

Taussig, Silver Situation in the United States, Pt. I. 
Hart, Chase, Ch. xv. Dewey, Financial History. Ameri- 
can Orations, IV, § 9. Hart, Source Book, No. 136. 
Wilson, American People, V, 142-148, 206-208, 214-227. 
MacDonald, Select Statutes. 

c. Combinations of labor and of capital : labor unions ; 

trusts ; strikes and lock-outs ; growth of railroads ; 

regulation of interstate commerce; the Northern 

Securities case. 

Larned, Ready Reference, VI, 529-535. Tarbell, 
History of the Standard Oil Trust, McClure's Magazine, 
1903-1904. Baker, articles in McClure's, 1904. Mon- 
tague, Rise and Progress of the Standard Oil Co. Hart, 
Contemporaries, IV, Nos. 162, 163, 165, 201. Bryce, 



360 American History 



Commonwealth, II, Ch. ciii. Eliot-Foster debate, Boston 
Herald, February 8 and 22, 1904. C. W. Eliot, in Bos- 
ton Herald, May 3, 1904. For further references on the 
period since 1865, see Earned, Literature of American 
History, pp. 260-273, ^^^ supplement. 
39. Summary and Review of American History. 

a. The chief factors in the progress from colonies to 
nation, from 1607 a.d. to the present. Review this 
Oiitlme and its references. 

b. The United States at the present day : population ; 
resources ; conditions, social, political, economic. Census 
Report. Statesman's Year Book. Current publications. 

c. " Some Reasons why the American Republic may 
Endure." Eliot, American Contributions to Civilization 
(extracts in Hart, Contemporaries, IV, No. 207). 



APPENDIX 

A List of Some American Libraries Containing Special 
Collections of Historical Material Serviceable to 
Teachers of History 

Prepared by Lucy Maynard Salmon, Professor of History, and Adelaide 
Underhill, Reference Librarian, and Cataloguer, Vassar College, 
Poughkeepsie, N.Y. 

The information contained in the following list has been sought 
through blanks sent to fifty libraries that apparently have unusual facilities 
for historical study. The libraries were selected from " Notes on Special 
Collections in American Libraries," prepared in 1892 by Mr. W. C. Lane 
and Mr. C. K. Bolton, supplemented by the lists contained in the "Libra- 
ries of Greater New York " issued by the New York Library Club in 1902, 
and by personal information. In a few cases no replies were received 
from the libraries from which information was asked, and in a few others 
the replies were so general as not to be serviceable. In some instances 
where no direct information was received from the libraries themselves, 
facts in regard to their equipment were obtained from university cata- 
logues. These statements are made to explain the noticeable gaps that 
appear in the list. 

The libraries selected are for the most part connected with universities, 
colleges, and state historical societies. College and university libraries are 
usually strong in collections of public documents, both American and Euro- 
pean. They have also often been made the repositories of collections 
on special subjects made by those actively interested. Johns Hopkins 
University, for example, has the collection of works on slavery and the 
negro race made by General William Birney, and Cornell has the price- 
less collection of works on the French Revolution and the Protestant 
Reformation collected by ex-President Andrew D. "White. The libraries 
of state historical societies usually contain quite complete collections of 
works on state and local history, genealogy and biography, and of the 

361 



362 Appendix 

newspapers of the state. They often also make a specialty of the his- 
tory of the section in which they are located ; the State Historical Soci- 
ety of Virginia, for example, gives particular attention to the history of 
the South. They are also strong in the publications of other historical 
societies. Several collections have been included that are numerically 
small but of great importance on account of their character. The Charle- 
magne Tower collection of 942 volumes of colonial laws is of greater value 
than collections numerically larger but duplicated in many libraries. 

A number of libraries in the list are not open to the public, but permis- 
sion to use them may, as a rule, be obtained by students properly intro- 
duced. It has not been intended to include in the list the name of any 
library where this permission would be refused. 

It has been difficult to prepare a statement in regard to special collec- 
tions of historical material that would be serviceable to teachers of history, 
and that would be at the same time one at which special students of his- 
tory would not look askance because of its incompleteness. But it is 
hoped that this attempt may prove of some slight service until it is super- 
seded by a more exhaustive study of the subject. 

It would not have been possible to send out this list without the coop- 
eration of the librarians that have given their assistance. To our own 
gratitude for this assistance must be added that of those who may find the 

list useful. 

L. M. S. 

A. U. 

ALBANY, NEW YORK 

New York State Library 

Manuscript archives of the state of New York and a very good series of 
United States and state documents and British Parliamentary papers. 



ANN ARBOR, MICHIGAN 

Library of the University of Michigan 

Greek and Roman antiquities, including archceology and institutions, 
1000 volumes, 4000 photographs ; history of Great Britain, 5000 volumes, 
400 pamphlets, lOO photographs ; of Ireland, 200 volumes ; of Germany, 
1000 volumes; of France, 1500 volumes; of America, 15,000 volumes; 
of Michigan, looo volumes, 200 pamphlets, 100 photographs. 



Appendix 363 



BALTIMORE, MARYLAND 

Library of the Johns Hopkins University 

Birney collection^ works on slavery and the negro race, brought together 
by General William Birney, 400 volumes, 1000 pamphlets ; Bluntschli 
library, library of the late Professor J. C. Bluntschli of Heidelberg, relating 
mainly to international law, treaties, etc., 2500 volumes, 3000 pamphlets, 
and the author's manuscript lecture notes, etc. Added to this are com- 
plete sets of the works of Francis Lieber and of E. Laboulaye ; collection 
of Swiss history, laws, etc., presented by the Swiss government through 
Professor J. M. Vincent, 900 volumes ; Adams' historical collection, library 
of the late Professor H. B. Adams, 4000 volumes and over 10,000 pam- 
phlets, a collection of books on history, education, etc., especially valuable 
for its section of works on history of education, 450 volumes, 2500 pam- 
phlets ; Scharf collection, books and pamphlets relating chiefly to Southern 
history and the Civil War, presented by Colonel J. Thomas Scharf, 300 
volumes, 20,000 pamphlets ; Creswell collection, collection of the late 
Postmaster-General J. A. J. Creswell, 171 volumes, 700 pamphlets, includes 
works on Alabama Claifus and supplemental works on international arbi- 
tration, including original papers as well as documents connected with 
the Alabama Claims Commission ; Southern history and literature, 1000 
volumes, 2500 pamphlets (this collection of works relating to Southern 
history includes also books illustrating the social life of the South) ; McCoy 
collection of Americana, 350 volumes ; Helbig collection of Roman and 
Greek coins ; Theodore Marburg collection of Cypriote antiquities, eighth 
to second centuries, B.C. ; Cohen collection of Egyptian antiquities ; Dill- 
man library of Biblical literature ; Strauss Semitic library. 

Peabody Institute 

Sixty thousand volumes on history. 

Especially rich in sets relating to English history, as Master of the Rolls 
and the Record Commission publications, Monujuental Histories of the 
Counties of England zxiiS. Victoria History of the Counties, publications of 
societies, as the Camden, Surtees, Harleian, Hakluyt, English Historical, 
Oxford Historical, Cambridge Historical, Parish Register Society, and 
publications of the local archaeological societies of England and Scotland. 



364 Appendix 

Relating to French history, the Moititeiir and several thousand volumes of 
Archives, Recueils, etc., on the French Revolution. 

An admirable catalogue of the library, with supplement, has been 
printed. 

BERKELEY, CALIFORNIA 
Library of the University of California 
Californiana, 2000 volumes, 10,000 pamphlets. 

BOSTON, MASSACHUSETTS 
Boston Athen.^um 

Washingtoniana, including part of Washington's library and books 
concerning him, 457 volumes, 750 pamphlets; books printed in the Con- 
federate States, J 861-186^, 570 volumes; a large collection on interna- 
tional law and diplomacy ; a collection of United States public documents 
v^'hich ranks as one of the three or four best sets known; early American 
pamphlets. 

The admirable printed catalogue, dated 1874- 1880, has no printed 
supplement. 

Boston Public Library 

The library is especially strong in American history (particularly the 
Civil I'Var) ; English history (especially county history and topography) ; 
genealogy (very large, including town histories, parish and town registers, 
and records, both English and American), archaeology and Egyptology. 
Special collections : the Prince library, 2935 volumes, constantly growing, 
containing early New England history and theology, including among the 
manuscripts, the Afather papers, the Cotton papers, ond Prince papers ; the 
Franklin collection, 465 volumes, with constant increase, including works 
written by, printed by, and relating to Beiijamin Franklin ; the library 
of President John Adams, held in trust, about 3700 volumes, including 
books used in the preparation of his Defence of the Constitutions of 
Government of the United States, and containing many histories of the 
Italian republics ; the John A. Lewis library of early Americana ; the 
Charlotte Harris fund, constantly used to purchase early Americana — 
many works on the Quakers recently bought ; one of the most complete 



Appendix 365 

sets of Congressional doaiments and the Parliamentary papers of Great 
Britain ; the Thayer library, about 4000 volumes, relating to the Stuart 
period of English history. The library has, perhaps, the strongest assem- 
blage of anti-slavery matter to be found : all the Garrison manu- 
scripts ; the collections of manuscripts of Sa??iuel J. May, Maria Weston 
Chapman, Edward A. Phelps, John Bishop Estlin, Lysander Spooner, 
Davis Lee Child, and some additional John Brown matter ; the Hunt 
library, relating to the West Indies and slavery therein, 700 volumes ; 
the Wendell Phillips books, not numerous, but strong, relatively, in slavery 
material ; several hundred patJiphlets from the family of William Lloyd 
Garrison. The library is especially rich in portraits. The Departfuent of 
Statistics and Documents is full of illustrative material, commercial, socio- 
logical, and political. 

Massachusetts Historical Society 

Relating to the history of Massachusetts, 42,000 volumes and 100,000 
pamphlets. 

State Library of Massachusetts 

Large collection of state and toivn histories of A^ew England, especially 
of Massachusetts. The collection includes newspaper clippings of local 
interest, mounted and bound. 

BROOKLYN, NEW YORK 

Long Island Historical Society 

American history, general, 1558 volumes ; Civil War and slavery, 523 
volumes and 852 pamphlets ; Mexico, Central A77ierica, South America, 
and West Indies, 308 volumes; Ejiglish history, 11 69 volumes; French 
history, 805 volumes; Italy and Rome, 387 volumes; Greece, 175 vol- 
umes; Egypt and the Holy Land, z^2,6 volnvaes. 



CAMBRIDGE, MASSACHUSETTS 

Library of Harvard University 

See Potter, Descriptive and Historical Notes on the Librajy of Harvard 
University (Bibliographical Contributions from the Library of Harvard 
University, No. 55), Cambridge, 1903. 



366 Appendix 



In American history, 31,085 volumes; the collection is especially strong 
in works relating to the period of exploration and discovery, in early 
Americana, and in books on slavery ; it also includes the Sparks and other 
ma?tuscripts. English history, 11,396 volumes, including complete sets of 
the Rolls Series, the Calendars of State Papers, and the publications of the 
Record Comjfiission, the Historical Manuscripts Commission, and the 
principal historical and archceological societies of Great Britain, and 3500 
volumes on British local history and topography ; French history, 9334 
volumes, including the Documents inedits, the publications of the Societe 
d^histoire de France, and the principal collections of memoirs; German 
history, 4165 volumes, in addition to the Hohenzollern collection of 10,000 
volumes begun in 1903 by gift of Professor A. C. Coolidge ; Italiati his- 
tory, about 4000 volumes, including a rapidly growing collection on the 
nineteenth century; history of the Crusades and the Latin East, 890 vol- 
umes, mainly from the library of the late Count Riant; folklore and medi- 
eval romances, about 9000 volumes, supposed to be the largest collection 
in existence; the Otto??ian Empire and the Eastern Question, 3000 vol- 
umes, and a large collection on the history of Russia and other Slavic 
countries ; history of China and Japan, 1000 volumes; United States 
Congressional documents, 4900 volumes ; American state and city docu- 
ments, 4000 volumes; British documents, over 5000 volumes, including a 
com^XtiQ ?,t\. o{ Parliamentary papers since i8jo; American newspapers 
and periodicals, over 5000 volumes. The library also possesses the great 
collection of the late Konrad von Maurer on Scandinavian history; 
Thomas Carlyle's collection of books relating to Cromwell and to Frederick 
the Great; and unusually full collections of Greek and Roman history 
and antiquities, ecclesiastical history (including such sets as the Acta 
Sanctorum, the Patrologia of Migne, the collections of church councils^ 
etc.), palceography^ and historical bibliography. 



CHICAGO, ILLINOIS 

Chicago Public Library 

16,889 volumes on history. 

18,942 volumes of government documents and state papers. 
Especially full collection of state and local histories, and of literature of 
the Civil War. 



Appendix 367 



Newberry Library 

51,600 volumes and pamphlets on history. 

Americana, the library of Edward E. Ayer, 15,000 volumes and pam- 
phlets; collection of works on Egypt, 700 volumes. 

Library of the University of Chicago 

United States goverufnent publications, one of the three or four most 
complete collections; statutes of the states, complete in many cases, nearly so 
in others; colonial statutes, nearly 100 volumes; historical publications of 
the British government, 1 100 volumes; of the French government, 700 vol- 
umes; of German governf?ients, 350 volumes; of other European govern- 
ments, 300 volumes; publications of European historical societies, 800 
volumes ; of American historical societies, 500 volumes ; historical publi- 
cations of American states, 400 volumes ; Civil War tracts, 543 bound 
volumes ; Efiglish tracts of 1 640-1 660, 550 bound volumes ; paleographi- 
cal facsimiles, 40 bound volumes. 



CLEVELAND, OHIO 
Western Reserve Historical Society 

Specially rich in original manuscripts and data concerning the Western 
Reserve and Cleveland. 

Other collections: general New England histories, 120 volumes; his- 
tories of Massachusetts, 535 volumes ; of New Hampshire, 77 volumes; 
of Connecticut, 178 volumes; oi New York, 249 volumes ; oi Pennsylvania, 
183 volumes; of Ohio, 782 volumes; general United States histories, 558 
volumes; early voyages, travels in North America, 416 volumes; British 
America, 173 volumes; genealogy and heraldry, 682 volumes; a collec- 
tion of 230 portraits of men prominent in the Western Reserve and Ohio 
as early pioneers, etc. 

DURHAM, NORTH CAROLINA 

Trinity College Library 

History of North Carolina, and North Carolina literature, about 400 
volumes and 400 pamphlets ; Early English history, 300 volumes (good 



368 Appendix 

collection in connection with early English literature) ; Virginia colonial 
history, and general Southern history, fairly good. 



HANOVER, NEW HAMPSHIRE 

Dartmouth College Library 

General Sylvanus Thayer collection of military science and history, 
especially French military history of the eighteenth and early nineteenth 
centuries, including 500 volumes and a large number of maps and plans of 
eighteenth century wars and of Napoleon's campaigns; New Ha77ipshire state 
and toxvn history, 600 volumes, 700 pamphlets, and about 7000 manuscripts 
(the last relating chiefly to the early history of the College, but containing 
also matter on New Hampshire, on the Revolution, on Indians in the eigh- 
teenth century, and on New England ecclesiastical history) ; English his- 
tory, seventeenth century, chiefly ecclesiastical, about 300 contemporary 
pamphlets; Calvin and Geneva, about 200 volumes, with constant in- 
crease, including some rare sixteenth and seventeenth century publications 
and reprints. 

ITHACA, NEW YORK 

Cornell University Library 

The French Revolution, rich in contemporary pamphlets, a part of the 
ex-President White Library; slavery in America, including the collections 
of Samuel J. May and of ex- President White; the Civil War, rich in 
contemporary pamphlets collected by ex-President White; Dante and his 
time, the largest collection in its field, the gift of Professor Willard Fiske; 
the Grisons (Graubiinden), the second largest existing collection, the gift 
of Professor Willard Fiske; heretic persecution in Christendom zw^tvitch 
persecution in Christendom, and the history of jiidicial torture, parts of 
the ex-President White Library; the Protestant Reformation, rich in 
contemporary pamphlets, also part of the ex-President White Library; 
the Jesuits; Ancietit Egypt, the largest element being the Eisenlohr 
library, recently purchased; Palestine pilgrimages, collected by ex-Presi- 
dent White; the Thirty Years' War, rich in contemporary pamphlets ; 
the English Revolution, rich in contemporary pamphlets; Brazil, col- 
lected by Herbert H. Smith; Santo Domingo, collected by ex- President 
White, mainly at the time of his mission in the island, 1870-1871. 



Appendix o6q 

MADISON, WISCONSIN 
Library of the State Historical Society of Wisconsin 
Bound files of American newspapers, 1730 to date, 11,875 volumes- 
the Mormons, 460 volumes, 550 pamphlets, 632 volumes of periodicals 
and 43 volumes of newspapers ; American local history, 12,000 volumes • 
public documents. United States, state and city, 15,000 volumes- mapl 
American, 4000; Draper collection of bound manuscripts relating to the 
Middle West, 1735-1815, 4i6 volumes; collection of letters and^nanu- 
scripts of signers of the Declaration of Indepejideftce and of the Consti- 
tuti'on; special collections on early American travel, slavery, and the 
Civil War ; unusually complete files of early American periodicals ■ 
Tank collection of 4000 volumes on the Netherlands; English history 
15,000 volumes, including the Rolls Series, Calendars of State Papers 
Reports of the Historical Manuscripts Commission and of the Deputy 
J^eeper, publications of the Record Commission, and of all important local 
historical and a^itiquarian societies in England, besides a considerable 
collection oi English local history ; large collection oi American genealogy 
There is an elaborate printed catalogue of the Society's newspaper col- 
lection, and also a special bulletin descriptive of the works on English 
history which are available at Madison in the State Historical and the 
University Libraries. 

Library of the University of Wisconsin 

The library is strongest in the history of cojitinental Europe, particularly 
the history of Germany, and the Crusades. It possesses complete files of 
all the principal historical, philological, and economic periodicals, and a 
number of important sets of sources, such as Migne^s Patrologia, the Acta 
Sanctorum, the Monnmenta Ger?naniae Historica, the Chroniken der 
deutschen Sfddte, the R neil des Historiens des Croisades, the Historiens 
des Gaules et de la France, the Moniteur, etc. There is also a good 
working collection in Greek and Roman history. 

MINNEAPOLIS, MINNESOTA 

Minneapolis Public Library 

Complete sets of Hansard, of the Moniteur, of the publications of the 
Historical Manuscripts Commission, and of the Hakluyt and Camden 
Societies and of Stevens' Facsimiles. 



370 Appendix 



NEW HAVEN, CONNECTICUT 

Yale University Library 

Particularly strong in United States history, in English history, and in 
general mediceval history. Special collections : H. AI. Dexter collection 
relating to early history of Puritanism and Congregationalism, 1850 vol- 
umes ; Scandinavian history, consisting of the collection of Count Riant, 
containing 5000 volumes, some manuscripts, and 16,000 doctoral disser- 
tations ; Ernst Curtius^ collection on Greek history and archceology, 3500 
volumes; Russian history, containing the Sbornik Russian Historical 
Society and other important series ; newspapers and periodicals relating 
to American history, with the Confederate press well represented ; the 
doctimentary collections for English, French, and general mediaeval history, 
for Spanish America, and for the United States are extensive and in some 
cases fairly complete ; a very large collection relating to the history of 
missions is in the Divinity School. 

NEW ORLEANS, LOUISIANA 

Howard Memorial Library 

Two hundred and fifty sets of local periodicals and files of bound news- 
papers ; on the history of Louisiana, Zoo volumes, looo pamphlets, 200 
maps, and on the Gulf States generally, 100 volumes. 

NEW YORK, NEW YORK 

Columbia University Library 

Forty-two thousand volumes on history, of which 7000 are on Ameri- 
can history ; 6000 on English ; 7000 on German, French, and Italian ; 
3500 on other European, Asian, and African ; 6500 on geography and 
general history ; 9000 on biography and 2300 on ecclesiastical history. 

A special collection on Mary, Queen of Scots, given by General J. Watts 
De Peyster, numbers 521 volumes. 

New York Historical Society 

One hundred thousand volumes on American history ; one of the larg- 
est special collections on America^i local history and genealogy, also par- 
ticularly rich in American newspapers earlier than 1800. 



Appendix ^71 



New York Public Library, Astor, Lenox, and Tilden Founj 



JDA- 
TIONS 



American genealogy and local history, 12,000 volumes; American 
newspapers before 1800, 35,000 numbers ; Americana, 20,000 volumes ; 
Dutch history, 480 volumes, 10,000 pamphlets ; Mor7non collection, 500 
volumes, 500 pamphlets; naval history, 660 volumes, 300 pamphlets; 
public documents, 60,000 volumes ; ?naps, 5000 sheets and 300 atlases. 



OBERLIN, OHIO 

Oberlin College Library 
Slavery and anti-slavery, 1000 volumes, 1500 pamphlets. It contains 
parts of the libraries of William Goodell, Oliver Johnson, and Austin 
Willey. 

PALO ALTO, CALIFORNIA 

Leland Stanford Junior University 

Australasia, 1500 volumes; British sessio?ial reports, 3500 volumes. 

PHILADELPHIA, PENNSYLVANIA 

The Historical Society of Pennsylvania 

Charlemagne Tower collection of colonial laws, 942 volumes, besides 87 
oi Americana; Gilpin collection, comprising colonial and Revolutiojiary 
history, especially Philadelphia and Pennsylvania imprints, 3500 volumes; 
Cassel collection, composed of Pennsylvania German imprints, 2000 vol- 
umes ; Dreer autograph collection, 150 volumes; American genealogies, 
2000 volumes ; English local histories, 2500 volumes ; Fretich Revolution 
collection, or Wilson collection, 1000 volumes ; seventeenth and eighteenth 
century manuscripts, including Penn, Pemberton, Clifford, Shippen, etc., 
papers and tax lists, etc., 300 volumes; also, the only collection in 
America oi Journals of the Lords of Trade and Proprieties, 107 volumes ; 
genealogical manuscripts, comprising church and Friends' meeting records, 
wills, etc., 500 volumes. 



372 Appendix 



Library Company of Philadelphia 

American history during the seventeenth and eighteenth centuries, mclnd- 
ing a unique collection of broadsides and fugitive printed matter of the 
middle and latter part of the eighteenth century ; local history of Phila- 
delphia, with nearly complete files of all the newspapers published there 
during the eighteenth century ; and a very large and rare collection of 
broadsides, ballads, pictures, envelopes, and other fugitive printed matter 
relating to the Civil War. 

University of Pennsylvania 

Collection of books relating to Americatt history and institutions, con- 
sisting of about 12,000 volumes, classified and arranged as follows : 
national documents, a practically complete legislative record of the govern- 
ment of the United States, 1789 to date; state doctiments ; Canadian 
public documents, 1843-1890; municipal ordinances and documents of 
American cities; the lazvs of the states and territories, 1 840-1 890; the 
laws of the United States ; the John A. Jamesoji library of American con- 
stitutional convejitiotis, debates, journals, etc. ; the Robert Purvis collection 
of anti-slavery literature ; miscellaneous letters from and to Benjamin 
Franklin (over 600), also broadsides, pamphlets, and memorabilia once 
belonging to Benjamin Franklin, purchased by the University in 1903. 

Of foreign docu??ients, an extensive collection of English governme^it 
publications ; 900 volumes oi French legislative documents ; and the entire 
proceedings and other documents of the Reichstag since the founding of the 
German Empire. 

The library also contains special collections on the antiquities of Mexico. 
Three thousand volumes in Russian presented by the Hon. Charlemagne 
Tower concern Russian history and literature. 



PRINCETON, NEW JERSEY 

Library of Princeton University 

Special collections : Civil War, 3500 volumes, 2000 pamphlets; history 
of the college and university, works by and about officers and alu?nni, 
memorabilia, etc., 2500 volumes. 



Appendix 273 

PROVIDENCE, RHODE ISLAND 

Library of Brown University 

Metcalf collection of pamphlets on American, especially New England, 
history, sermons, addresses, etc., 1700 to 1850, and also later, about 15,000 
volumes; Richards collection of pamphlets on English and Welsh history 
and church history, eighteenth century, 5000 volumes ; John Carter 
Brown Library of North American and South American colonial history, 
1492-1800, see below. 

John Carter Brown Library, Brown University 

Special collection of books printed in or about the two Americas before 
the year 1800, 10,000 volumes and pamphlets, 750 ffiaps, portraits, and 
other illustrative material. The collection is especially rich in contempo- 
rary works relating to the discovery of America, 300 volumes ; early geog- 
raphy and cosmography, 500 volumes ; Mexico, 400 volumes ; Mexican 
linguistics, 500 volumes ; books on the English colonies, particularly New 
England, Virginia, the Carolinas, and Georgia, 400 volumes ; missionary 
enterprises, especially the Society for the Propagation of the Gospel, 150 
volumes ; voyages and travels, 500 volumes ; revolutionary pamphleteering, 
800 volumes. 

Providence Public Library 

1 1,500 volumes and pamphlets on slavery and the Civil War. Of these, 
653 volumes and 7755 pamphlets are the Caleb Fiske Harris collection. 

Rhode Island Historical Society 

Rhode Island history, large collection of books, pamphlets, and manu- 
scripts ; American genealogy and local history, 5000 volumes ; Bartlett 
collection of American travels and ethnology, 450 volumes; Foster collec- 
tion of early United States government documents, Contitiental Congress 
broadsides, etc., 300 volumes, 1000 pamphlets. 



374 Appendix 



SALEM, MASSACHUSETTS 

Essex Institute 

Essex County, Massachusetts, 2000 volumes, ii,000 pamphlets; Civil 
War, 500 volumes, 250 pamphlets; slavery {^United States), 250 vol- 
umes, 1000 pamphlets; China, 700 volumes; Neio England town histories, 
3000 volumes; genealogies, 1 100 volumes. 

WASHINGTON, DISTRICT OF COLUMBIA 

Library of Congress 

See A Guide to the Archives of the Governtnent in Washington, by C. H. 
Van Tyne and W. G. Leland, edited by A. C. McLaughlin, published by 
the Carnegie Institution, Washington, D.C., 1904. ^i. 

Collections of public documents especially full, including documents of 
foreign governments as vv^ell as United States government publications and 
state and municipal documents. The library is rich in early Americana, 
American history and topography, American biography, American geneal- 
ogy, Washingtoniana, Lincolniana, Confederate publications, works relat- 
ing to Canada, Spanish America, Central America, West Indies, South 
America, China, islands of the Pacific. It contains the largest collection 
in existence of American newspapers, also files of a number of foreign 
neivspapers, and a very full list of periodical sets. The library also con- 
tains, through the Smithsonian Institution, the most complete collection in 
America of the publications of foreign learned societies. The important 
collections of manuscripts include the Jefferson manuscripts, Dolly Madison 
papers. Loyalist papers, Eorce manuscripts, De Kochambeau papers, Wash- 
ington manuscripts, Delaware manuscripts, Schoolcraft papers. A large 
collection of broadsides relate to American colonial and Revolutio7iary 
history. The collection of maps and atlases relating to Atnerica is exten- 
sive, and there is also an important collection of early maps published by 
foreign govertnnents. 

Library of the Department of State 

3500 volumes on American history, 9500 volumes on foreign history, 
4500 on biography. 



Appendix nJS 



WORCESTER, MASSACHUSETTS 

American Antiquarian Society 

Over 100,000 volumes. The largest collection is of American history, 
including general, state, and local histories, genealogy, biography, city 
and town documents. The collection of files of Ajnerican newspapers is 
one of the most valuable in the country; among the most complete files 
of the early papers are those of the Boston News Letter, American 
Weekly Mercury, Pennsylvania Gazette, New York Gazette, New York 
Weekly Journal, Nevi^ Hampshire Gazette, Newport Mercury, Connecticut 
Gazette, Connecticut Courant; the library has a nearly complete file of 
the Massachusetts Spy. The library also has the following valuable 
collections : works on Mexico, Central America, and South A?nerica, early 
voyages and travels, including many early editions; a large proportion of 
early A?nerican imprints ; over 400 volumes of the printed works of the 
members of the Mather family; old Bibles and collections of psalmody, 
hymnology, and other material relating to the ecclesiastical history of New 
England ; an unusually complete set of Congressional documents ; Ameri- 
can text books ; publications of learned societies. Among the manuscript 
collections are : the voluminous collection of Mather manuscripts, including 
diaries, sermons, essays, etc.; numerous orderly-books of the American 
Revolutionary ar?ny, records, muster-rolls, army-orders, etc., covering the 
later Indian wars and the Revolutionary period; a large collection of deeds, 
inventories, town papers, autograph letters, sermons, and diaries. The 
museum contains Indian, colonial. Revolutionary, and Civil War relics. 



ADVERTISEMENTS. 



HISTORY 



Methods of Teaching and Studying History 

Edited by G. Stanley Hall, President of Clark University, Worcester, Mass. 
Cloth, xiv + 391 pages. Retail price, $1.50. 

THIS volume contains, in form likely to be of direct practical utility 
to teachers, as well as to students and readers, the opinions and 
modes of instruction, actual or ideal, of eminent and representative 
specialists in each department of history. 

Studies in Historical Method 

By Mary Sheldon Barnes, author of Studies in General History and Studies 
in American History. Cloth, iv-f- 144 pages. Retail price, 90 cents. 

IN the first part of this book, method is considered from the point of 
view of the nature of history, in the second part from the nature of 
the historical sense, and in the third from the point of view of historical 
aim. The second part is purely inductive, containing original studies 
on the historical sense in children and among primitive peoples. The 
first part includes bibliographical aids for the study of history, while at 
the close of the book there is given a complete bibliography of English 
works on the subject of method. 



History Topics 



Part I, Ancient and Modem History. Part H, History of the United States. 
By W. F. Allen, late Professor in the University of Wisconsin. Paper. 121 
pages. Introduction price, 25 cents. 

THE principal object of the topical method is to give prominence to 
the most important names and events in history, and to concentrate 
the attention of the students upon certain selected ones among these. 
Incidentally, the strictly chronological arrangement followed in these 
lessons, and the method of their grouping, will assist in conveying a 
correct notion of historical periods, and their relations to one another. 

85 



I 66 OUTLINE MAPS 

Progressive Outline Maps 

Printed on drawing paper, adapted to lead pencil or to ink. 10x12 inches. 
United States and Mercator's Projection, 12x20 inches. Introduction price, 
2 cents each ; ^1.50 per hundred. When sent by mail, $1.75 per hundred. 
The following is a list of those kept in stock : — 

United States. Australia. 

World, Mercator's Projection. New England. 

North America. Middle Atlantic States. 

South America. Southern States, Eastern Section. 

Europe. Southern States, Western Section. 

Central and Western Europe. Central Eastern States. 

British Isles. Central Western States. 

Palestine. Pacific States. 

England. The Great Lakes. 

Italy. State of New York. 

Greece. State of Ohio. 

Africa. State of Washington. 

Asia. State of Pennsylvania. 

Smaller maps of the continents are also printed in black on bond paper, 
8 X 9s inches, for use in history note-books. 

Outline Maps of the World 

Introduction price, 3 cents each ; ^2.50 per hundred. 

No. I. World outline, on the Plane of London, 115X 18 inches. 
No. 2. World Drainage Outline, on the Plane of the North Pole. 145x18. 
No. 3. Southern Hemisphere, Drainage Outline, on the Plane of the South 
Pole. 13^x18. 

Outline Maps of the United States 

Prepared by Edward Channing and Albert B. Hart, Professors of His- 
tory in Harvard College. The Large Map is on strong white paper, in four 
sections, each 26 x 42 inches. Introduction price, 15 cents per section ; 50 cents 
complete. Mounted, ^3.00. The Small Map is on tough white paper, in blue 
ink, and iii x 18 inches. Introduction price, 2 cents each ; ^1.50 per hundred. 
Intermediate Map, prepared by W. A. Mowry. 28x40 inches. Intro- 
duction price, 30 cents each. 

Historical Outline Maps 

Map of Ancient History. 12 x 20 inches. Introduction price, 3 cents each ; 

^2.25 per hundred. 
Map of England. (By T. C. Roney.) 19x24 inches. Introduction price, 

5 cents each ; ^4.00 per hundred. 
Map of Europe. 12 x 18 inches, on bond paper. Introduction price, 3 cents; 

^2.25 per hundred. 
Maps to accompany Sheldon's American History. Six maps : The World on 

Mercator's Projection, North America, the United States west to Santa Fe, 

west to the Mississippi, west from the Mississippi, and the Southern and 

Middle States for use in studying the Civil War. Printed on bond paper. 

Introduction price, 2 cents each; ^1.50 per hundred. 



History. 



Allen's History Topics. Covers Ancient, Modern, and American history and gives an 
excellent list of books of reference. 121 pages. Paper, 25 cents. 

Allen's Topical Outline of English History. Including references for literature. Boards, 
25 cents ; cloth, 40 cents. 

Boutwell's The Constitution of the United States at the End of the First Century. 
Presents the Constitution as it has been interpreted by decisions of the United States Su- 
preme Court from 1789 to 1889. 430 pages. Buckram, ^2.50 ; law sheep, $3.50. 

Fisher's Select Bibliography of Ecclesiastical History. An annotated list of the most 
essential books for a theological student's library. 15 cents. 

Flickinger's Civil Government: as Developed in the States and the United States." 
An historical and analytic study of civil institutions, for schools and colleges. 374 pages. 
Cloth, $1.00. 

Hall's Method of Teaching History. " Its excellence and helpfulness ought to secure it 
many readers." — The Nation. 405 pages. 51.50. 

Pratt's America's Story for America's Children. A series of history readers for ele^ 
mentary schools. 

I. The Beginner's Book. Cloth. 60 illustrations. 132 pages. 35 cents. 
II. Discoverers and Explorers: 1000 to 1609. Cloth. 152 pages. 52 illus. 40 cents. 
III. The Earlier Colonies: 1601 to 1733. Cloth. 160 pages. Illus. 40 cents. 
IV. The Later Colonies. Cloth. Illus. 160 pages. 40 cents. 
V. The Revolution and the Republic. Cloth. Illus. 160 pages. 40 cents. 

Sheldon's American History. Follows the " seminary " or laboratory plan. " By it the 
pupil is not robbed of the right to do his own thinking." Half leather. ^1.12. 

Teacher's Manual to Sheldon's American History. 60 cents. 

Sheldon's General History. For high schools and colleges. The only general history 
following the " seminary " or laboratory plan. Half leather. 572 pages. ^1.60. 

Teacher's Manual to Sheldon's History. Puts into the instructor's hand the key to the 
above system. 172 pages. 85 cents. 

Sheldon's Greek and Roman History. Contains the first 250 pages of the General 
History, ^i.oo. 

Sheldon-Barnes's Studies in Historical Method, Suggestive studies for teachers and 
students. Cloth. 160 pages. 90 cents. 

Shumway's A Day in Ancient Rome. With 59 illustrations. Should find a place as a 
supplementary reader in every high-school class studying Cicero, Horace, Tacitus, etc. 
96 pages. Paper, 30 cents ; cloth, 75 cents. 

Thomas's Elementary History of the United States. For younger grades. Maps and 
illustrations. Cloth. 357 pages. 60 cents. 

Thomas's History of the United States. Revised and rewritten. Edition of 1901. For 
schools, academies, and the general reader. A narrative historv with copious references 
to sources and authorities. Fully illustrated. 592 pages. Half leather. $1.00. 

English History Readers. English history for grammar grades. 

Wilson's Compendium of United States and Contemporary History. For schools and 
the general reader. 114 pages. 40 cents. 

Wilson's The State. Elements of Historical and Practical Politics. A book on the 
organization and functions of government. Revised edition, largely rewritten. 692 
pages. ^2.00. 

Sent postpaid on receipt of price by the publishers. 

D. C. HEATH & CO., Publishers,Boston, NewYork,Chicago 



A HISTORY SYLLABUS 

For Secondary Schools, outlining the four years' course in H«istory 
recommended by the Committee of Seven of the American His- 
torical Association. By a Special Committee of the New England 
History Teachers' Association. Cloth. 375 pageso $1.20 net. 



OUTLINE OF ANQENT HISTORY 

Reprinted from "A History Syllabus for Secondary Schools" by 
a Special Committee of the New England History Teachers' 
Association. Paper. 58 pages. 15 cents. 



OUTLINE OF MEDIEVAL AND MODERN 
EUROPEAN HISTORY 

Reprinted from "A History Syllabus for Secondary Schools" by 
a Special Committee of the New England History Teachers' 
Association. Paper. 67 pages. 15 cents. 

OUTLINE OF ENGLISH HISTORY 

Reprinted from " A History Syllabus for Secondary Schools " by 
a Special Committee of the New England History Teachers' 
Association. Paper. 40 pages. 15 cents. 

OUTLINE OF AMERICAN HISTORY 

Reprinted from " A History Syllabus for Secondary Schools " by 
a Special Committee of the New England History Teachers' 
Association. Paper. 72 pages. 15 cents. 



D* C HEATH & CO*, Publishers 
BOSTON NEW YORK CHICAGO 



W 88 



00 



.^0 




o ^ 



U' 






o ^ 















'V.^'^ * 



















^vv?»* A <V^ '«>•* 









^^O 









^vt.o^ 






^A " " ■' < ^ 








